'^^J> 



m^ 




r 

Boett$W$ f 

two-Boon eotir$e f 

In grdmnan 4 




Class„LiJ.57A 

Book._ i-L^__ 

Copyriglit)^^. 



COPYRIGHT DEPOSIT 



TEACHERS' MANUAL 



FOE 



HOENSHEL'S 

T\N^O-BOOK COURSE 

IN GRAMMAR 



By E. J. HOENSHEL, A.M., 

Late President of the Kansas Normal College, Fort Scott, Kansas. 



Crane & Company, Publishers 

ToPEKA, Kansas 

1901 



THE LIBRARY OF 
CONGRESS, 

Two Copies Received 

JUN. 5 1901 

Copyright entry 
CLASS CbxXc. N*. 

973o 

COPY B. 






Copyrighted by 

Crane & Company, Topeka, Kansas 

1901 



PEEFAOE. 



My aim has been to make this book more than a key. 
I have not only analyzed or diagrammed the difficult sen- 
tences, explained the close constructions, and corrected 
the examples of false syntax, but I have inserted many 
hints for teachers. These hints are not collected in one 
place, but they are scattered here and there through the 
book, wherever they seem to be suggested by the topic 
under consideration. 



(3] 



ENGLISH IN COMMON SCHOOLS. 



Probably no subject of the school curriculum has re- 
ceived more attention during the past two decades than the 
study of English. It has been discussed in all its phases 
from the primary school to the senior year of the great 
university, but it still lacks much of being settled. Close 
observers are still complaining that the results obtained are 
not commensurate with the time devoted to the subject. 
The English used by the average college student 'is still 
held up for ridicule by the press and the platform. 

A short glance backwards may not be out of place. 

Twenty-five years ago but little instruction in English 
was given to pupils in the common schools until they had 
reached the age of twelve or fifteen, at which time they 
began the study of technical grammar. Pupils were ex- 
pected to commit all the definitions, rules, exceptions to 
the rules, and exceptions to the exceptions, but they w^ere 
expected to write nothing at all, or, at most, but very little. 
It was generally believed that a pupil would use correct 
English when he could correct the examples of ''false syn- 
tax,'' and could analyze and parse Pope's "Essay on Man,'' 
Milton's "Paradise Lost," or Pollok's "Course of Time." 
It is not necessary to say that this general belief did not 
prove true. The mental development and literary acumen 
to be derived from such a study of our language are valua- 
ble, but this course did not make good speakers and writers, 

(5) 



6 



TEACHERS MANUAL. 



because the pupils were not drilled in speaking and writing. 
As a natural consequence there came a reaction. The re- 
frain was heard all over the land, ^'The way to learn to 
write is to write." 

In a short time the country was literally flooded with a 
mass of silly stuff which was poured out under the name of 
'"language lessons.''- Children were to learn to use correct 
English clearly and forcibly by imitation. Grammars 
were thrown away. Analysis and parsing were things of 
the past. The terms noun, adjective, verb, etc., were obso- 
lete, and in their stead we had name-words, qual'dy-words, 
action-words, etc. The innovation was heralded as the 
dawning of a new era in methods of teaching. Good 
results were obtained in the primary grades, and it was 
afSrmed that this method would be followed by results 
equally good through all the grades, and even through the 
high school. But before many of these classes had entered 
the high school, and before any of them had graduated, it 
was discovered that their knowledge of English rested on 
a sandy foundation, or rather, on no foundation at all. 
There was neither mental development nor basic knowl- 
edge. The ]3upils could give no reason why one expres- 
sion is correct and another is incorrect. The old method 
was all theory and no practice. The new was all practice 
and no theory. 

Again there came a reaction. Gradually technical gram- 
mars, many of them no improvement on the old, were put 
back into the upper grades of the schools, but as a rule 
language lessons kept their place in the lower grades, and 
are still to be found there. This method is better than 
either of the two former ones, but the mistake of keeping 



ENGLISH IN COMMON SCHOOLS. " « 

tlieorj and practice separate is still made. In some grades 
it is all imitation and practice, and in other grades it is 
all definitions and theory. 

A few teachers are still to be found who claim that tech- 
nical grammar has no place in the common schools. They 
say that an accurate knowledge of the use and construction 
of words and sentences does not aid us in using correct 
English, and that we learn to use English by- imitation. 

The present author dissents from this view. He believes 
that the ability to use correct language can not be obtained 
without a knowledge of technical grammar. It should be 
granted, however, that correct English is not always elegant 
English. The author believes that all children of ordinary 
ability can learn to use correct language, but the ability to 
use elegant English belongs only to the few. The latter 
seems to be a gift akin to that of being able to write poetry. 

The writer believes there is a place in our schools for 
language lessons, but he also believes that there is a place — 
an important place — for "old-fashioned technical gram- 
mar," and that these two methods should not be separated. 

The only method that rests on a sound pedagogical basis 
is that theory and practice should go hand in hand through 
the entire school curriculum. The work should begin with 
language lessons, but technical terms and definitions should 
be introduced very early. A child can use and comprehend 
the term noun as easily as he can the term name-word. 
Practice work should be connected with the introduction of 
each new subject and definition, and should be continued 
v/hile studying technical grammar, rhetoric, and literature. 
When this course is followed, and not till then, our pupils 
will form the habit of using good English in a clear and 
forcible manner. 



<5 TEACHERS MANUAL. 

Correct oral and written expression must be a habit,- or 
the pupil will always be hampered in the practice of com- 
position. The ability to write properly on a special occa- 
sion is one, thing, the habit of writing properly is another. 
There must be practice sufficient to form this habit, and it 
ought to be formed early. If in every lesson in which an- 
swers composed of complete sentences are desirable the 
teacher will require the answers in complete sentences, the 
habit will soon take care of itself. 

Habits in written work are acquired just as certainly 
as in oral work, but more slowly. Every statement written 
on slate or paper should be correct as to arrangement, spell- 
ing, capitals, and punctuation. All the pupil's written work 
should be examined by the teacher. A child never learns 
to make good sentences by using careless English which 
the teacher accepts without protest. In this way he not 
only fails to form good habits, but he succeeds in forming 
bad ones. A child whose work is seldom examined and 
never corrected will not form the habit of using good 
English. 

The mistake is often made of attempting connected dis- 
course too early. The sentence habit should be well estab- 
lished before much attention is paid to composition-writing. 
And when composition-writing is begun, the child should 
not work by himself at the first trial. The first few com- 
positions should be made class exercises, in which the 
teacher should guide the thought, leading the pupils to see 
first the main divisions of the subject, and then the subdi- 
visions. Each pupil should express himself on each topic 
of the outline, the teacher rejecting all ambiguous and 
inaccurate expressions, and writing on the board those 



ENGLISH IN COMMON SCHOOLS. if 

sentences excelling in conciseness, vividness, and beauty. 
After a lesson or two of this kind on any interesting sub- 
ject, tlie pnpils will write mncli better than if this prepara- 
tory work had not been done. 

Sometimes the mistake is made of having too much 
written work. There should be a minimum, but it should 
be chosen with a purpose. Too much writing will produce 
carelessness. The quality, not the quantity, should be the 
object of commendation. 

A good vocabulary and a thorough acquaintance with 
its use are essential to good conversation and writing, but 
they are not the only essentials. Clear expression is de- 
pendent on clear thinking. Words without ideas are dead. 
But the effort to express thought to others in a clear and 
forcible manner reacts upon thinking and makes it more 
discriminating. Careful composition increases the power 
of expression, incites the imagination to greater activity, 
and develops an appreciation of literature. 

Before good composition work, such as we should expect 
from pupils of the upper grades or of the high school, must 
come wide and intelligent reading. Generally, the well- 
read person is the good speaker and writer. He has some- 
thing to speak and write about. He has unconsciously 
added largely to his vocabulary, and has appropriated suit- 
able expressions for his thought. 

The study of English, then, should begin with sentence- 
making, oral and written ; and this should be continued 
until correct sentence-making is a habit. Then familiar 
subjects should be studied as a class exercise in which a 
clear and logical outline is made, and appropriate sen- 
tences given under each head. These sentences should 



10 TEACHEES' MANUAL. 

then be arranged and combined by the pupils. After a 
few compositions have been prepared in this way, the 
pupils can make their own outlines. 

In all grades above the third or fourth, pupils should 
be encouraged to read ^od books, and to tell or write the 
main facts of what they have read. In the higher grades, 
a book can be taken as the subject for a more extended 
essay. 

In all this work the productions of the jDupils should 
be carefully examined and criticised by the teacher. 

Technical grammar should be introduced gradually early 
in the course, and should be continued at least until the 
pupil enters the high school. Here, the studj^ of rhetoric 
may take its place. 

If the teacher will conscientiously follow some such 
plan as here outlined, he will surely secure good results. 
Of course, not every one can command the rhythm of the 
great masters of human speech, but every one can make 
reasonably sure that he knows what he means, and that he 
has found the right word to express what he means. 



THIRD GRADE. 



Teacher, no matter in what grade you are teaching, I 
would urge you to study the work of all the grades of the 
two grammars, carefully reading the appropriate part 
of this Manual in connection with the study of each grade. 



LESSON I. 

After the pupils have written what is required in the 
first ten paragraphs, by proper questions you can lead 
them to discover the facts that are given in the two state- 
ments under paragraph 11. 

A fact discovered by the pupils themselves is worth much 
more to them than one learned from the text-book. 

LESSON n. 

Some teachers may think that a few paragraphs of this 
lesson are too difficult. I do not think so. Even if your 
third-grade pupils have never studied geography, you will 
find that many of them can answer paragraphs 1, 2, 6, 
and 7. But if they can not answer all of them, that is 
no reason for saying they are too difficult. Let them find 
out the answers. If pupils are required to write nothing 
except what is already well known, there will be but very 
little advancement in knowledge. 

(11) 



12 teachers' manual. 

LESSON VII. 

Paeageaph 3. — IsTotice that there will be three state- 
ments here: one about a tree^ one about a hoohj and one 
about hoys. 

Paeageaph 4. — Five statements are required here. 

Paeageaph 6. — This paragraph means the same as if 
it were written — 

1. Use the word I and make a statement telling three 
things jou saw on jour way to school. 

2. Use the word / and make a statement telling two 
things JOU like to do. 

See that the pupils begin each statement with a capital 
and close with a period. 

LESSON VIIL 

In this lesson, and in all other lessons, have the pupils 
make the best sentences possible. If a pupil should write 
for paragraph 1, " The boj is large," it would be correct, 
but not more than one such sentence should be accej^ted 
in one recitation. Have variety in words and varietj in 
sentences. Let some words be verj familiar to the pupils 
and some not so familiar. Let some sentences be short 
and some long. 

LESSON IX. 

In writing the statements for this lesson, it is not difS- 
oult to have varietj. Encourage the pupils in their efforts 
to select subjects different from those selected bj the other 
members of the class. Trj to avoid sameness in all writ- 
ten work done bj the pupils. 

When the sentences are read in the class, there will 
doubtless be some discussion in regard to the truth of some 



THIED GRADE, 13 

of tliejn. For example, for the third sentence some one 
might write, "A squirrel eats nuts," but probably not all 
the members of the class would agree that squirrels burrow 
in the ground. 

LESSOI^ XL 
Lead the pupils to see that in the fourth sentence the 
statement is made about only one animal, either the dog or 
the cat. 

LESSOIT XIL 

In changing the verbs as required, it will be noticed 
that the nouns must be changed also. This will prove a 
profitable exercise. 

LESSOIT XIV. 

Paragraph 1. — Have the pupils notice carefully the dif- 
ference in meaning between sentences five and six. 

lesso:n XV. 

Paragraph 4. — Three statements are required for each 
partial sentence given, but the three should be unlike ex- 
cept in the part given in the book. "A tall tree is in the 
forest." "A tall tree was blown down by the storm." 
"A tall tree has been cut on the top of the hill." 

LESSON XVIIL 

Before beginning this lesson, pupils ought to know the 
meaning of vegetahle^ fruit, insect, mineral, and all other 
words new to them. 

If you have a "miscellaneous," or "general information" 
period on your programme, that may be a good time to do 
some of this preparatory work. Suppose that during the 
general information period on Tuesday the pupils should 



14 TEACHEES' MANUAL. 

have learned the meaning of the word vegetable^ and then 
on Wednesday they should find the word in this language 
lesson, do j^ou not think they would greet it as an old 
friend ? This would be one kind of practical correlation. 

LESSOR XIX. 

The pupils should know the meaning of each of these 
homonyms before they try to use them in sentences. 

LESSON XXL 

Before having the pupils write this essay, the statements 
should be developed by conversation about dogs. It will 
not be difficult to find material sufficient for a good essay. 
In combining the statements, the order of the outline in 
the book should be followed. 

Very likely some true statement will be given that does 
not belong to any subdivision of the given outline. In 
that case, a new subdivision should be added. 

The suggestions just given should be followed in all the 
essay-writing done by pupils while studying Grades 
Three and Four. 

As stated in the note to teachers, on page 27 of the 
Elementary Grammar, I think that pupils should spend 
three days each week on the language work given in the 
book, and two days on connected discourse, or composition- 
writing. I have not given many of the topics for composi- 
tion work, because no list of topics will suit all teachers. 
The topics suitable for one school are not suitable for 
another. Pupils of one locality have definite knowledge of 
many things that are a sealed book to pupils of other locali- 
ties. Besides, most principals and superintendents of 



THIRD GRADE. 



15 



graded schools have definite plans of their own in regard 
to the composition work of children. Some of them say 
that the basis for such work should be nature study, others 
would use current events, and still others would use lit- 
erary selections. 

I do not think that the selection of the topics is the 
important part. , The essential thing is that pupils write 
connected discourse, that they always do their best, and 
that they have sufficient practice to form the habit of cor- 
rect, concise, and clear writing. 

I would suggest that you select topics familiar to your 
pupils, and that you do not confine yourselves to any one 
class of subjects. 

A few topics and outlines will be found in this book 
at the end of each Grade. 

(Kead "English in Common Schools," in the front of 
this book. Also, the preface and note to teachers found in 
the Elementary Grammar.) 

LESSOI^ XXIL 

Paragraph 2. — To learn to use these words correctly 
will require much drill. Do not be discouraged if some of 
the class are slow in learning the use of too. Some pupils 
of the higher grades have not yet learned it. 

LESSOR XXVI. 

Paragraph 1. — In the second and fourth sentences, 
some authors would omit the comma after the words Mary 
and coiifi. Both methods have the sanction of good author- 
ity, but I believe the majority of modern authors follow the 
punctuation given in the book. 



16 TEACHEES' MANUAL, 

LESSON XXVII. 

The sentences written hj the pupils in this lesson will 
show much variety, but that is what we want. Thej 
will select the words they understand, and these are just 
the words they should know how to spell. Watch the 
spelling carefully. 

LESSON XXVIIL 

In writing this essay (and all others) try to have at least 
two or three sentences for each heading in the outline, and 
then have the sentences under each heading form a para- 
graph. 

Teach the jDupils to indent the first line of each para- 
graph. 

LESSON XXIX. 

In paragraphs 3 and 4 do not use the same verb or noun 
twice. Also, in paragraphs 1 and 2 of the next lesson do 
not use any verb or noun twice. 

LESSON XXXL 

Paragraph 5. — Here we have incorrect forms placed 
before the children. I am aware that many teachers think 
that such forms should not be placed before children in 
school, but I am also aware that some of the strongest 
thinkers in the country take the position that a judicious 
use of "false syntax" is all right and very profitable, even 
in the lower grades. 

It is undoubtedly true that every time an incorrect 
form is seen by the child it makes an impression — an 
image — on his mind, and that the oftener he sees the iorm, 



THIRD GEADE. 



17 



the greater will be the tendency to reproduce it. There- 
fore, if the child never heard or saw incorrect forms out- 
side of the school-room, he should not meet them in the 
school-room. But he will meet these forms on every hand. 
He will not only hear them, but he will read them. Many 
newspapers are full of flagrant violations of the rules of 
syntax. The pupil should sometime learn to distinguish 
between tiie correct and the incorrect. 

My opinion is that incorrect forms should be used very 
sparingly (if at all) in the lower grades, but that their use 
in the upper grades is all right. 

Besides this lesson, lesson 33 of this grade, and one 
lesson in Grade Six, no incorrect forms (except sentences 
for punctuation) are used in these grammars until we 
reach Grade Seven. 

LESSON XXXV. 

The definitions given here for the different kinds of 
sentences are not logical, but they are easily understood 
because they are closely related to the pupil's previous 
knowledge. The logical definitions will be found in Grade 
Four. 

LESSON XLIL 

Doubtless the pupils will have some difiiculty in select- 
ing twenty-eight different nouns, but let them think. In 
all the lessons, the aim was to select exercises that require 
more than "finger work." Thinking and doing should go 
hand in hand. If you follow the exercises and the sugges- 
tions given, your pupils will not form the habit of using a 
few pet words on every occasion. 



TEACHERS MANUAL. 



LESSON XLIIL 



This is a valuable lesson. It may seem an easy matter 
to use eight diiJerent adjectives, as required in paragraph 
2, or twelve different adjectives, as required in paragraph 
4:, but for those who have had no drill in such work it is 
not so easy_ as it seems. Even some eighth-grade pupils, 
without previous drill, would have trouble with paragraph 
4. However, it does not follow that these exercises are 
too difficult for this grade. They are just what pupils 
need to increase their vocabulary. 

Watch the punctuation. The important principles of 
punctuation are so easily learned that there is no excuse 
for the poor punctuation now found in the work of many 
teachers and pupils. ■ 

lesso:n xlviii. 

This is a profitable exercise. In class work, particularly 
in graded schools, it is very difficult to adapt the teaching 
and the exercises to the individual needs and capacities of 
the pupils. In this lesson each pupil will find a place 
for the play of his imagination. The blanks can be filled 
with few words or many. A few similar exercises are 
found elsewhere in the book, but the number can be in- 
creased with profit. The teacher can easily select some 
good stories and write them on the board, leaving blanks 
at suitable places. 

* LESSON XLIX. 

Paeageaph 1. — Use twelve different nouns in this 
paragraph. 

Paeageaph 2. — Use twelve different nouns in this 



THIED GEADE, 19 

paragraph, and, if possible, use no noun that was used in 
paragraph 1. 

Paeagkaph 3. — Try to use twenty-four different adjec- 
tives in this paragraph. 

LESSON LIL 

Very likely the word heiiig, as used in the definition 
of a verb, will not be understood by the pupils. Teacher, 
try to think just what j'ou understand the word to mean 
when you first learned this definition. Did you have a 
clear idea of its meaning ? To say that it means existence 
does not helj) the matter. To say that it means life is not 
correct, but it would give an idea of the meaning. 

LESSO]^ LV. 

Explain the meaning of the word modify, as used in 
grammar. 

LESSON LVL 

These two paragraphs are worthy of careful study and 
practice. The pupils should always write the best sen- 
tences they can. 

LESSON LVIL 

Notice the definition for a phrase. Many have the idea 
that a phrase is a preposition with its object. This idea 
is not broad enough. A preposition with its object is a 
phrase, but there are other phrases. In the examples given 
under paragraph 2, numbers 1, 2, 5, 6, and 8 are phrases. 

LESSON LIX. 

The modifiers might be added gradually ; that is, the 
sentences might be written first with two modifiers, then 
with three, then with four, and so on. 



20 teachers' manual. 

LESSON LXVL 
Do not omit this lesson. Its naain object is to increase 
the pupil's vocabulary. 

LESSON LXVIL 
In the sixth sentence under paragraph 1 have your pu- 
pils decide, before filling the blank, whether one thing or 
more than one thing are on the desk. As there are both 
a pen and a pencil, the verb should be plural. 

TOPICS AND OUTLINES FOR COMPOSITION WORK. 

To THE Teacher: These topics may be used during 
the work of this grade at the discretion of the teacher. 

The outlines are not intended to be complete, and the 
pupils will, in some cases at least, think of additional sub- 
heads. 

SPKING. 

1. Months. 2. Weather. 

3. Changes to be seen. 

4. Flowers, grass, leaves, etc. 

5. What people do in spring. 

a. The farmer, b. Boys and girls. 

FKOST. 

1. When. 

2. Appearance. 

a. On windows. 

h. When sun shines on it. 

3. What frost does (flowers, plants). 

4. How frost pleases you. 

ITLOWEES. 

1. When. 2. Where. 

3. Colors. 4. Fragrance. 

5. Use. 6. Your choice. 



THIRD GRADE. 



21 



1. Winter months. 

3. What people do. 

4. Sports. 



WINTER. 

2. Weather (snow, ice). 



a. Skating. 


6. Coasting. 


c. Sleighing. 


d. Snowball battles. 




TREES. 


1. Where found. 


2. Size. 


3. Kinds. 




a. Forest trees. 


h. Fruit trees. 


c. Evergreens. 




4. Parts. 




a. Root. 


h. Trunk. 


c. Branches. 


d. Leaves. 


e. Bark. 




5. Uses. 






SNOW. 


1. When. 


2. Where most of it is, 


3. Where none is. 


4. Uses. 


5. How yon enjoy it. 





A HOT DAY. 

1, When. 2. City or country. 

3. Clear or cloudy. 4. Mud or dust. . 

5. What animals do. 6. What people do. 









LEAVES. 




1. 


When. 






2. 


Wliere. 


3. 


Size. 






4. 


Shape. 


5. 


Color. 












a. Spring 


and 


summer. 








h. Fall. 










6. 


Use. 











22 TEACHEKS' MANUAL. 

A COLD DAT. 

1. When. 2. City or country. 

3. Clear or cloudy. 4. Mud, dust, or snow. 

5. What people do. 

6. What you enjoy on a cold day. 

THE MERCHANT. 

1. Where he lives. 2. What he does. 

3. Are merchants needed ? 

4. Do you want to be a merchant ? Why ? 

HOKSES. 

1. Size. 2. Color. 

3. Kinds. 4. Use. 

5. How they defend themselves. 

6. How they should be treated. 

THE FARMER. 

1. Where he lives. 

2. What he does. 

3. AVliat animals he keeps. 

4. Could we live without farmers? 

5. Do you want to be a farmer ? Why ? 

THANKSGIVING DAY. 

1. When. 2. Weather. 

3. Church. 4. Meeting of friends. 

5. Things to eat. 6. How you enjoy it. 

A CHURCH. 
(Describe a particular church.) 

1. Size. 2. Material. 

3. Appearance of inside. 4. Use. 



THIED GRADE. 
GARDENS. 

1. Where. 2. Kinds. . 

3. Use. 4. Size. 

5. Wlien seeds are sown. 6. Care of garden. 

7. What is done with the prodncts. 

SKATING. 

1. When. 2. Wliere. 

3. Describe skates. 4. Dangers. 

5. Pleasures. ' 6. Your first attempt. 



23 



FOURTH GRADE. 



LESSOR I. 

In this lesson we have logical definitions for the differ- 
ent kinds of sentences. The exclamatory sentence is not 
given, becanse it is too difficult for this place. Frequently 
the only difference between an exclamatory sentence and 
either a declarative or an interrogative is a change in the 
manner of expression, and this change controls the j)nnc- 
tnation. 

The definition for an exclamatory sentence will be found 
in Geade Six. 

LESSONS II a:nd iil 

Do not use any subject or predicate twice, if you can 
avoid it. 

LESSOIT IV. 

Here we have the first exercise with diagrams. Have 
pupils analyze before diagramming. Remember that dia- 
gramming is only a means, not the end. The object is to 
be able to analyze the sentence, to see the office of each 
word in the sentence, and diagramming is a valuable aid 
in this work but is not a substitute for it. Pupils should 
not ask, " Where shall I put this word ? " but rather, 
" What is the ofiice of this word in the sentence ? " 

Because so many teachers and some authors seem to 

(24) 



rOUETH GRADE. 



25 



unduly emphasize the importance of diagrams, many 
thoughtful teachers have gone to the other extreme and 
do not use diagrams at all. This is also a mistake. Dia- 
grams not only are a representation of ideas previously 
formed in the mind of the pupil, but they also aid in 
forming those ideas. They have their place in grammar 
as well as in geometry. 

LESSOl^ IX. 

In the diagram the object is placed below the subject 
and predicate because it is not so essential to the sentence 
as they are. A sentence always has a subject and a predi- 
cate, but there 'are many sentences without an object. 
Besides, many authors consider the object a modifier of 
the predicate. 

LESSON XXIX. 

Many object to this definition for a transitive verb be- 
cause they think it does not recognize a passive verb as 
transitive. This is the reason, they say, why so many 
pupils — and some teachers — will call a passive verb in- 
transitive. Let us examine this matter. In "Henry saw 
the parade," parade is clearly the direct object of saw, 
and every one will call the verb transitive. When we 
change to the passive form, we have "The parade was 
seen by Henry." In this sentence the action is still 
exerted by Henry as an agent, and i3arade still rexoresents 
the receiver of the act. Parade is now both the grammati- 
cal subject of the verb and the receiver of the action ex- 
pressed by the verb. The definition given for a transitive 
verb is all right because a transitive verb, even in the pas- 
sive voice, has a receiver of the act; but the receiver is 



26 



TEACHERS MANUAL, 



the grammatical subject (the word with which the verb 
agrees). 

Of course, this discussion should not be given to j)upils 



of this grade. 



LESSON XXXIV. 



The definitions given in this grade for a preposition, 
conjunction, and interjection are not logical but thej are 
plain. Logical definitions will be found in Grade Five. 

LESSON XLIL 

Paragraph 2. — In this paragraph and in paragraph 2 
of the next lesson we have a new exercise. Ileretofore 
the pupil has been required to make diagrams to suit 
the sentences ; now he is required to make sentences to 
suit the diagrams. This work will be found valuable, 
and it may be extended at the discretion of the teacher. 

LESSON XLIX. 

Authors ' usually give several different forms for be- 
ginning and closing a letter, but I have given only one. 
It is better for pupils of this grade to be able to write 
a letter correctly according to one form than to have some 
idea of several different forms but be unable to use any 
one correctly. 

Notice the punctuation of the address on the envelope. 
Some authorities are advocating the omission of punctua- 
tion marks from the address because they think it is a 
waste of time to insert them. The time may come when 
such omission will be considered the better form, but I 
do not think that time lias yet arrived. 

Have the pupils write more letters than are given in the 



FOURTH GRADE. 



27 



book. Some of the letters might be written to or from a 
place attracting mnch attention at the time. 

LESSOR LIII. 

Paragraph 1. — Notice that in the sixth sentence the 
quotation marks should be placed after the interrogation 
point. The question is the quotation. 

LESSO]^ LVII. 
Paragraph 1. 

1. The pupil speaks well. He speaks a piece of poetry, 

2. The bell rings. The teacher rings the bell. 

3. The bird sings well. The lady sings a song. 

4. Fire burns. It burns wood and coal. 

5. The pupils study. They study arithmetic. 

6. Some boys write neatly. They write beautiful letters. 

7. The car stops here. The conductor stops it. 

8. The wheel turns round. The boy turns the grind- 
stone. 

TOPICS AND OUTLINES FOR COMPOSITION WORK. 

( To be used at the discretion of the teacher.) 
HOUSES. 

1. What are they ? 

2. Kinds (size, quality, etc.). 

3. Materials used. 

4. Who build them (carpenters, masons, etc.). 

5. Could we get along without them ? 

OUR SCHOOL. 

1. Wliere. 2. Describe the house. 

3. Describe the room. 4. The teacher. 



2S TEACHEES' MANUAL. 

5. The pupils. 

«. Boys. h. Girls. 

6. Studies, etc. 

BIRDS, 

1. Appearance. 

2. Movements (quick). 

3. Most common kinds. 

4. Some noted for beauty. 

5. Some noted for singing. 

6. Some noted for other things (parrot). 

7. Their use. 

8. Their enemies (cats). 

9. Should we kill them ? 

A FARM. 

1. Where. 2. Fields. 

3. Fences. 4. Buildings. 

5. Animals.' 6. Products. 

7. Pleasures of life on a farm. 

8. Unpleasant things of life on a farm. 

A RAINY DAY. 

1. Appearance, of clouds. 

2. How the roads and fields look, 

3. Use of rain. 

4. What you do on a rainy day. 

5. How you like rainy days. 

RAILROADS. 

1. The track. 

«• Cuts. h. Fills. c. Trestles. 

d. Bridges. e. Culverts. /. Ties, 

g. Eails. 



FOURTH -GKADE. 

2. The engine. 

3. The trains.. 

•a. Passenger. h. Freight. 

4. Uses. 

5. How we could get along without railroads. 

AUTUMN. 

1. Months. 2. Weather. 

3. Color of leaves. 4. Gathering fruit. 

5. Preparation for winter. 

a. Men. h. Squirrels, birds, etc. 

SUMMER. 

1. Months. 2. Weather. 

3. Birds. 4. Trees. 

5. Labors. 6. Sports. 
1. Do you like summer ? Why ? 

ORCHARDS. 

1. Where. 2. Kinds. 

3. AjDpearance of trees. 

a. Spring. h. Summer. 

c. Fall. d. Winter. 

4. Birds. 5. Bees. 

6. Work to be done in orchards. 

MANNERS. 

1. What are good manners. 

2. What are bad manners. 

3. Do good manners pay ? 

HONEY. 

1. Wliere obtained. 2. Wlien. 

3. What collects it. 4. Use. 



29 



30 ' teachers' manual. 

STORES. 

1. What they are. 

2. Where generally found. 

3. What is kept in them. 

4. Classes of people working in them. 

5. Benefit of them. 

A BLACKSMITH SHOP. 

1. What. . 2. Contents. 

3. What is clone in it. 4. Who works in it. 

5. Describe the workman. 

To THE Teacher: Read Longfellow's ''Village Black- 
smith" to the pupils before they write this essay. 

Whenever possible, read some appropriate selection to 
the pupils before they write the other essays. This will 
not only help them in their essay-writing, but it will also 
create a love for good books. 







■ COASTING, 




1. 


What it is. 


2. 


Where. 


3. 


When. 


4. 


Vehicles used, 


5. 


Pleasures. 


6. 


Dangers, 


7. 


(Pupils select heading.) 








BOOKS. 




1. 


What they are 


2. 


Material 


3. 


Kinds (story, 


school, etc.). 





4. The one I like best. Why? 

CHRISTMAS. 

1. When, 2. Weather. 

3. Pleasures (trees, gifts, etc.). 



FOURTH GEADE. 31 

4. Say something about tlie day in some other country. 

5. Why we keep Christmas. 

The following additional topics may be used : flour 
mills, saw mills, ships, steamboats. 



FIFTH GEADE. 



LESS0N I. 

Some authors do not give a common gender, and some 
do not give a neuter, but the classification given in the 
book is the one in general use. 

LESSOIST VII. 

2. Henry, you are late. 

3. Laura, when did you come ? 

4. I, Kose Blackford, am in the Fifth Grade. 

6. Ladies, please be seated. 

7. I, the hoy you want, am ready to go. 

Although the pujiils know nothing about nominative 
by direct address or nominative by apposition, they will 
understand that these sentences fill the requirements. 

LESSOii IX. 

Drill on forming the plural of words ending in y. 
Have the jJ^-^pils remember that the apostrophe is not 
used in forming the plural. You will often find such 
expressions as ^'The boy's are playing ball." 

LESSOIT X. 

Paeageapii 6. — Pay particular attention to this exer- 
cise. Many persons will say "these kind of people," "those 

(32) 



FIFTH GKADE. 



33 



variety of peaches," etc., making the plurals, tliese and 
tJiose, modify the singulars, kind and variety. Guard 
against this very common error. 

LESSO]^ XIV. 

Paragraph 4. — In sentence 6, Father is in the nomi- 
native in predicate after the passive verb has been called. 
Passive verbs are often used copulatively. Pupils of this 
grade do not know this, but they will easily see that Father 
means the same person as the subject, Washington. 

LESSON XVI. 

I^otice that the predicate nominative is separated from 
the verb by the sign of equality. Milton was a poet — he 
equaled a poet. The subject and the predicate nominative 
always represent the same person or thing and always agree 
in case. If the sentence were "Milton was blind," Ijlind 
would be separated from the verb by a dash. I believe 
this is the only system of diagrams that distinguishes 
between the adjective in predicate and the predicate nom- 
inative. 

LESSOX XVII. 

Paragraph 3 should be developed from an examination 
of the sentences in j)aragraph 2. 

Some old authors say that singulars ending in s add 
the apostrophe only, but this is not in accordance with the 
best modern usage. Modern writers say, "John Adams's 
administration," but some earlier writers would have said, 
"John Adams' administration." 



34 teachers' manual. 

LESSOR XVIII. 

In sentence 14, Scandinavians is in the nominative case, 
meaning the same persons as people. 

LESSON XXV. 

Before attempting- to write this essaj, pupils should 
have a clear outline in mind, and then should treat the 
subject in the order given in the book; that is, classifica- 
tion should be given before properties, and each property 
should be named and defined before its subdivisions are 
given. 

LESSON XXVI. 

Paeagkaph 3. — Xotice that the definition is not "one 
that stands for persons." It is a personal pronoun, but 
it seldom represents persons. Who , nearly always repre- 
sents persons, but it is not a personal pronoun. The word 
personal in the term personal pronoun has reference to 
the grammatical person, and not to person as distinguished 
from animals and things. 

Paeagkaph 6. — The forms mine, thine, hers, ours, 
yours, and theirs, are called possessive pronouns by some 
authors. This is explained in Geade Eight. 

LESSON XXVIL 

Pakageaph 5. — Which is generally called an interroga- 
tive pronoun, although (when used in asking a question) 
it can always be treated as an adjective modifying a noun 
understood. 

LESSON XXVIII. 

Adjective pronouns are sometimes called pronominal 
adjectives. 



FIFTPI GRADE. 



LESSOlvT XXIX. 



35 



Parageapii 2. — See that your pupils do not get tlie 
idea that j^i'onouns agree with their antecedents in case. 

LESSOX XXX. 

Pakageaph 2. — Before filling the blanks in the last 
four sentences, notice the verb that follows wJio. The 
ninth sentence will require he or she; the tenth, lue, you, 
or they; the eleventh, /; the twelfth (first blank), we, 
you, they. 

LESSOK XXXIII. 

Paeagkaph 3. — -.Don't should be used only when the 
uncontracted form is do not. The subject of don't should 
always be in the first, singular, or in the plural. "He 
don't," "she don't," "it don't," and "Mary don't" are all 
incorrect. 

LESSOX XXXVIII. 

Paeageaph 4. — This rule is true, even with such words 
as loise^ We drop the final silent e in accordance with a 
rule of spelling, and then add er or est. 

LESSOX XXXIX. 

Paragraphs 6, 8, and 11 should each be developed from 
the one just preceding. 

LESSOX XLVIL 

Paeageaph 4. — Teachers will readily see that a formal 
definition of the participle can not well be given at this 
time, but the idea of the participle must be developed 



36 teachers' manual. 

before the definitions for regular and irregular verbs can 
be given. 

Paeagkaph 8. — Notice this definition carefully. A 
regular verb is usually defined as ''one that forms its 
past tense and past participle by adding d or ed to the 
present." This is not true, because hear adds d and is 
always classed as irregular. 

Some think that in liope, for instance, we add only d, 
but w^e have seen that the silent e is dropped in accordance 
with a rule of spelling, and ed is added. 

LESSON^ L. 

Pakagkaph 2. — This is not a definition for voice, but 
it will give pupils an idea of the difterence between the 
active and the passive. 

LESSON LI. 

Paragraph 5. — The third sentence, like one or tw^o 
others from "Gray's Elegy," can be read in two ways. 
Either air or stillness can be made the subject and the 
other can be made the object. I think air is the subject, 
but some take the other view. 

LESSON LVIL 

In the first sentence, the phrase in the world modifies 
the adverb somewhere. 

LESSON LVIX. 

Paragraph 2. — Many pupils do not get any idea of 
the meaning of the word relation in this definition. Give 



FIFTH GRADE. 



37 



them some such list as "He threw the ball into the house ; 
over the house; from the house; behind the house/' etc., 
and lead them to see that a change of the preposition 
changes the relation of the ball to the throwing. 

EVENING IN THE COUNTRY. 

1. The setting sun behind the hills. 

2. The color of clouds. 3. Chickens. 

4. Cows coming home (tinkling of cow-bells). 

5. All quiet early. 

EVENING IN THE CITY. 

1. The sun setting behind hills and buildings. 



2. 


Color of clouds. 


3. 


Street lights. 


4. 


Police. 


5. 


Theaters, etc. 


6. 


Koisj till late. 


COAL. 




1. 


What it is. 


2. 


Where found. 


3. 


How obtained. 


4. 


Appearance of miners 


5. 


Uses. 







A TIDY ROOM. 

Describe a room as it would look if it belonged to a 
neat and careful boy or girl. 

AN UNTIDY ROOM. 

Describe a room that belongs to a careless boy or girl. 

NEXT SATURDAY. 

Tell what you intend to do next Saturday. 

A JOURNEY. 

Tell about a trip or journey you once made. 
1. Preparation. 2. Departure. 

3. Mode of travel. 



5 TEACHERS MANUAL, 

4. Sights and incidents on the way. 

5. The arrival. _ 6. The return. 
7. How you like traveling. 

EIVEES. 

1. Wliat they are. 2. How formed. 

3. Size. , 4. Uses. 

5. What lives in them. 

6, How are they crossed (give several methods). 

MOUNTAINS. 

1. What they are. 2. Height. 

3. What is on the high tops. 

4. Wliat grows on the sides. 

5. View from the top. 

6. (Make a heading of your own.) 

COTTON. 

1. What it is. 2. Where it grows. 

3. Appearance of a cotton-field. 

4. Uses of cotton, 

5. ISTame different things done to it before we use it. 

A SNOW-STORM. 
( Describe one you saw.) 

1. Time of day. 2. Where you were. 

3. Appearance while coming up. 

4. Appearance during the storm. 

5. How long it lasted. 

6. Results, or effects, 

a. Good. h. Bad. 

A WATCH. 

1. What it is. 2. Material. 

3. Parts, and use of each. 4. Use of watches. 

5. Where made. 



FIFTH GRADE. 



39 



A BIKD S NEST. 

1. What it is. 2. Where (different places). 

3. Appearance. 

a. Outside. &. Inside. 

4. Material. 5. When built 
6. Contents. 

MY SCHOOL DAYS. 

1. When you began, and how long you have been going. 

2. Your different schools. 

3. Your different teachers. 

4. Your different studies. 

5. Wliieli study you like best. 

6. Tell some incident of your school life. 

THE FOURTH OF JULY. 
(Let pupils furnish their own outline.) 

The following (or other) topics may be used, the pupils 
furnishing their own outlines when possible: 

gold, silver, 

copper, iron, 

the ocean, a desert. 

Many of the subjects used in the previous grades may 
be used in this grade. The outlines should have more sub- 
heads and the essays should be better and longer, than 
in the previous grades. 



SIXTH GRADE. 



To THE Teacher: In tliis grade many of the compo- 
sition subjects may be taken from the other studies of the 
class. Descriptive topics from geography, biographical 
sketches of historical characters, written reviews from 
arithmetic and other studies can be used with excellent 
results. 

LESSOl^ VIII. 

The only difficulty pupils will have in this lesson will 
be to comprehend the idea of an abstract noun. Com- 
pare such nouns as t)'ee, height; snoio, ivhiteness; horse, 
strength; elephant^ size. 

LESSO]Sr IX. 

Paragraph 2. — 1, swarm; 2, company; 3, crew; 4 
herd ; 5, school ; 6, pack ; 7, flock ; 8, gang or pack. These 
are all collective nouns. 

LEsso:Kr XIV. 

Paragraph 2.-^A noun is not often found in the first 
person, and when it is, it is used in connection with a 
pronoun that represents the speaker. 

Paragraph 6. 
3. I, William McKinley, do issue this jDroclamation. 

(40) 



SIXTH CtEADE. 



41 



LESSOIsT XV. 

Paeagkaph 1. 

2. Joseph, jou ought to be more careful. 

3. Harriet, jou should not neglect jour lessons. 

4. I, Paul, am an apostle. 

Paeageaph 2. 
1. Lizzie, the teacher commends you. 
3. The speaker addressed me, the boy who won the 
prize. 

LESSOl^ XIX. 

Do not leave this subject until the pupils are proficient 
in writing the plurals of all classes of nouns 'given in 
this grade. 

LESSOX XXIII. 

Paeageaph 5. — Continue this exercise until the pupils 
have no trouble in writing either the possessive singular 
or the possessive plural. In writing the possessive plural, 
teach the pupils to form the plural first, then to examine 
it carefully before deciding whether to add the apostrophe 
and s or the apostrophe only. 

LESSOX XXIV. 

Although some reformers ( ? ) ridicule parsing, calling 
it "obsolete," "old-fashioned," etc., don't be afraid to use 
it. Carefully done, it is a very profitable exercise. 

Use both oral and written parsing. In oral parsing, 
usually have individual work, but for a change, you will 
find concert parsing quite profitable. 



42 teachers' MANTJAl,. 

LESSON XXX. 

Paeageaph 4. — See that the pupils do not get the idea 
that a personal jDi'onoun is one that stands for persons. 

LESSOI^ XXXI. 

Paeageaph 2. — When which is nsed in asking a ques- 
tion, it can always be considered an adjective modifying 
a nonn understood, but most authors call it an interrogative 
pronoun. Which should not be called a pronoun in such 
sentences as "'Which book did you select ?" 

LESSOX XXXII. 

Paeageaph 6. — Xotice that whose is the possessive of 
both who and ivhich. In order to find whose in "The horse 
whose rider had been killed rushed into the ranks of the 
enemy," you should decline which, not who. Who is not 
used to represent horses. 

LESSOX XXXIV. 
Paeageaph 3. 

8. Whom did he meet ? Whom is the object of did meet. 

9. Have you deserted my friend and me ? 

10. Whom did you lend my knife to ? Object of to. 

LESSOX XXXIX. 

Paeageaph 5. — In accordance with a rule of spelling, 
final e is dropped before er or est is added. 

LESSOX XL. 

Paeageaph 5. — While it is correct to say that such 
adjectives, from their meaning, cannot be compared, good 



SIXTH GEADE. 



43 



iisage seems to permit the comparison of some of them. 
Such expressions as " This ball is rounder than that one," 
and " Your house is whiter than mine," are now used by 
good writers. Every one knows the meaning is that 
neither ball is round and that neither house is white. The 
form, " This ball is more nearly round than that one," is 
more cumbersome and no clearer. 

LESSOIT XLIV. 

Paragraphs 4 and 6. — These subjects are discussed 
on page 35 of this Manual. 

Paragraph 9. — See page 25 of this Manual. 

LESSOl^ XLVL 

Have the definitions in paragraphs 2, 3, and 4 committed 
just as given. The reason will be found in Grade Eight. 

Paragraph 5. — The verbs in the second, fourth, fifth, 
seventh, ninth, twelfth, and thirteenth are passive. 

LESSOR XLVIII. 

Paragraph 2. — Have this definition committed just 
as given. The reason will be found later. 

Paragraph 6. — Notice carefully the sign words of the 
potential mode. Commit them in the order given. 

LESSON XLIX. 

Paragraph 3. — In the twelfth sentence had known is 
in the indicative mode. Xo subjunctives will be found in 
Grade Six. 



44 teachers' manual. 

LESSOI^ L. 

Paeageaph 1. — The verbs in the fourth, seventh, and 
tenth sentences are in the passive voice. A verb in the 
passive voice is always transitive. 

LESSOI^ LI. 

Paeageaph 1. — Have this definition committed just 
as given. 

Paeageaph 9. — ^Drill on these verbs and others that 
may be selected until the pupils can name the tenses of 
the indicative mode without hesitation. They will have 
no serious trouble in doiitg this if they carefully study the 
definitions for the tenses, and the sign words given after 
some of them. In the indicative mode, tense means time. 

Of the verbs given in this paragraph, those derived 
from tear are passive. 

LESSON LIL 

Paeageaph 1. — Since in the potential mode tense does 
not always mean time, the best way for pupils to learn 
to distinguish the different tenses is to commit the sign 
words given in the introduction to this lesson. Drill on 
these- verbs and other verbs of the ]3otential mode until 
your pupils can readily distinguish the tenses. 

LESSON LIIL 

Paeageaph 9. — The first verb in sentence 1, and the 
verbs in sentences 3, 4, 6, and 7, are transitive because 
they are in the passive voice. The grammatical subject 
is the object that receives the action exj)ressed by the verb. 



SIXTH GEADE. 



45 



LESSON LIV. 

See that your pupils do not call to and its noun object 
an infinitive. Some advanced pupils have been known 
to call to school an infinitive. 

LESSON LV. 

The verbs in sentences 1, 4, 6, and 7 are transitive, 
passive. 

LESSON LX 

Paeagkaph 2. — Well and early, 

1. Lie is well. 

2. The orator spoke well. 

3. The early train was late. 

4. The farmer rises early. 

LESSON LXL 

Paeageaph 1, — See page 36 of this Manual. 

LESSON LXIL 

Paeageaph 3. — When there introduces a sentence, the 
subject follows the verb. This causes many to think that 
the)-e is the subject. 

Paeageaph 7. — There were once several persons living 
there, but I have forgotten their names. 

Paeageaph 8. — These blanks will be filled easily if the 
word there is omitted and the subject placed before the 
predicate; as, "Flowers are in the garden." "An apple 
and a peach are in the basket." 



46 teachees' manual. 

Additional Sentences fok Diageamming oe Passing. 
If more sentences are desired, they can be selected from 
the reading or other lessons of the pupils. 

1. The people of England speak the English language. 

2. Come to the violet's shady nook. 

3. The guest was admitted into the parlor. 

4. Eainy weather and muddy roads prevented further 
progress. 

5. The warm sun will soon melt the ice and snow. 

6. The messenger might have come sooner. 
Y. We should seek the truth. 

8. I may have seen him once before. 

9. ISTumbers are expressed by ten Arabic characters. 

10. Sorrow can not continue always. (Although can not 
is now printed together, not should be considered an ad- 
verb in analysis and parsing.) 

11. Many excellent opportunities were lost. 

12. The prize was given to the smallest boy in the room. 

13. The work should have been finished by the con- 
tractor before December. 

14. Hard study will accomplish wonders. 

15. Hoj^e lightens our heaviest burdens. 

16. These books, Mary left at school. 

17. Gladly the martyr laid down his life. 

18. Education expands and elevates the mind. 

expands 

Education 



This diagram shows that mind is the object of both verbs. 



SIXTH GKAPE. 



47 



19. We shall never see his like again. (LiA;e is a nonn.) 

20. Agriculture is the parent of all industries. 

21. Fame is the fragrance of heroic deeds. 

22. Victor Hugo was a French scholar, poet, and states- 
man. 

23. Hard things become easy by use. 

24. Home should be considered the center of joy. 

25. Burns, the poet, was a Scotchman. 

26. The crown was offered to Eichard, the king's 
brother. 

27. David, the son of Jesse, slew Goliath, the Philistine. 

28. Franklin, an American statesman, was born in 
Boston, a city of Massachusetts. 

29. On the banks of the fairest stream in all the land 
of Thessaly, dwelt a golden-haired youth. 

30. The fur of the ermine becomes white in winter. 

31. A pebble was thrown into the brook by the boy. 

32. The mountains repose mid the roar of the streams. 

33. The sound shall run along the winding vales. 

TOPICS AND OUTLINES FOR COMPOSITION WORK. 

AN IMAGINAEY JOUENEY. 

1. Preparation. 2. Departure. 

3. Mode of travel. 

4. Sights and incidents on the way. 

5. The arrival. 6. The return. 

(In the above, describe some journey that you have 
never made, but one that you would like to make.) 

A PICNIC. 

1. Preparation. 2. The day and the weather. 

3. Start and journey. 4. Describe the place. 



48 teachers' manual. 

5. Pleasures, games, dinner, etc. 

6. Going home. 

7. Reflections, or after-thonghts. 

A BIOGKAPHY. 

. Write a biography of some one you know. 

A DESCRIPTION. 

Write a description of some member of your school, or 
of some well-known person. Do not mention the name, 
but make the descrij^tion so accurate that your classmates 
will have no trouble in naming the right person. 

Describe an evening in an old-fashioned house. Ask 
some old people to tell you about such houses. 

A LOOK INTO THE FUTUKE. 

Describe your school, or your vicinity, or this country, 
or the world, as you think it will appear in twenty-five 
years. 

As stated before, the other studies of the pupils will fur- 
nish excellent material for composition work. Whenever 
an entire topic in any study has bef^n finished, the pupils 
should j)resent a written review of it, using a logical out- 
line prepared by themselves or the teacher. Such work 
not only forms the best possible review, and enables the 
teacher to determine how much the j)upils know of the 
subjects, but it also furnishes practical drill in ooinj)osi- 
tion work. 



SEYEJSTTH GEADE. 



LESSOR I. 

Pakageaph 7. — JSTotice that a proposition may be either 
a sentence or a clause. ''Flowers bloom" is a proposition 
and a sentence. " Flowers bloom." " Spring comes." We 
now have two propositions, two sentences, but no clause. 
"Flowers bloom when spring comes." Now we have two 
propositions, two clauseSj but only one sentence — a com- 
plex sentence. 

Paeageaphs 9 AND 10. — Use both methods of naming 
clauses: principal and subordinate, independent and de- 
pendent. One method is as good as the other, and pupils 
should be familiar with both. 

LESSOIST II. 

Parageaph 2. — In addition to the statement in the note 
following this paragraph, it is also true that a relative 
pronoun is always in an adjective clause. This is true 
because the clause always modifies the antecedent of the 
relative, and the antecedent is always a noun or some- 
thing used as a noun. We might say that the antecedent 
is always a substantive. (A substantive is a noun, pro- 
noun, or any word, phrase, or clause used as a noun. ) 

I am aware that some claim that a relative sometimes 
introduces a clause coordinate with the one containing 

—4 (49) 



50 teachers' manual. 

the antecedent, the two clauses thus forming a compound 
sentence. Surely if this is ever the case, the distinction 
is so fine and the examples are so rare that the statement 
should be omitted from the ordinary text-book. 

Paeagkaph 6. 

4. That is the object of the verb sets. 

5. That is the object of caught. 

7. I declare him unto you, whom ye ignorantly worship. 
Whom is the object of worship, 

LESSON IV. 

Paragraph 2. — In the second and the third sentence 
the principal clauses are placed after the subordinate 
clauses, but in analj'zing they should be placed first. When 
the subordinate clause precedes the principal clause, the 
antecedent will be in the subordinate clause and the j)ro- 
noun will be in the principal clause. This is true because 
no one in speaking or writing will use a pronoun until 
after he has used the antecedent. 

The correct form of the second, for instance, in ana- 
lyzing or diagramming, is, " He gave me a book when my 
friend was here." This may seem awkward, but it is cor- 
rect. Because it is awkward, some prefer to say, " My 
friend gave me a book when he was here." This exchange 
of subjects should not be permitted. 

A dependent clause introduced by though or although 
is nearly always (probably always) a clause of concession. 
In such a clause something is said or granted that seems 
out of harmony with what is said in the principal clause. 
We should not expect a man to die poor who had discov- 
ered a new world. 



SEVENTH GRADE. 



51 



Clauses introduced hj if, wiless, except, etc., are gen- 
erally conditional clauses. 



LESSON V. 

Paragraph 2. 
I I am — solitary 



not 



read 



while 



nobody | 



IS' me. 



LESSO]^ VL 

Paragraph 2. 

1. "That all men are created equal" is a noun clause, 
object of learn. Equal is an adjective in predicate with 
are created. 

2. "That the ISTorthmen discovered America" is a noun 
clause, nominative in predicate with is. 

3. "That Hannibal was a brave general" is a noun 
clause, subject of is disputed. 

4. "A rolling stone gathers no moss" is a noun clause, 
object of says. 

5. "That there is no resurrection" is a noun clause, 
object of believed. 

6. "I am not guilty" is a noun clause, nominative in 
predicate with was. 



52 



TEACHEKS MANUAL. 

LESSOI^ VII. 



Do not supply it in snch sentences as the sixth. The 
noun clause is the subject. 

Q that 



friend I would 



write 



wish 



statement I was 



book. 



His 



9. "Why I inverted the divisor" is the object of ashed. 

10. "I found them here yesterday" is the object of said. 
12. I I shall go 



maiden | said 



you I go. 



wherever 



LESSON X. 
Paeagraph 10. 

1. Having been conquered is a participial, adjective 
phrase, modifying Napoleon: 

2. Standing on the hill is a participial, adjective phrase, 
modifying stack. On the hill is a prepositional, adverb 
phrase, modifying standing. 

3. To ash aid for the colonies is an infinitive, adverb 
phrase, modifying seiit. For the colonies may be con- 
sidered an adverb phrase, modifying ash^ or an adjective 
phrase, modifying aid. 

4. To learn to sing is an infinitive, noun phrase, object 
of wished. To sing is an infinitive, noun phrase, object 
of to learn. 



SEVENTH GEADE. 



53 



6. Both infinitives are noun phrases, in the nominative 
case, one being the subject, the other, predicate nominative. 



2. 



LESSOIT XL 

V to lose 



I I love 



myself 



minds. 



other 



pronoun 


is followed 




noun 


|a 


1 sometimes 
it 1 refers. 


a' 




wh 


tlie 






irt- 

o 


ch 



We 



should endeavor 

^ to secure 





friendship 


ng 






the 


^ Bei 


• 




that 



who I holds. 



»' hands 



reins 



his 



the 



the 



Some would probably call endeavor a transitive verb 
and diagram to secure as its object, but as endeavor and 
strive will not take a noun or pronoun for their object, I 
prefer to call them intransitive when followed by an infini- 
tive. Besides, it is difficult to make these verbs passive. 
Attempt and try can be made passive, and will take a noun 
or pronoun for their object. Thej are transitive verbs. 



54 



TEACHEES MANUAL. 



6. To go modifies anxious. Aiixious is an adjective, 
Y he I departed. 



We I know 
not 



when 



time 



arrived. 



The \expeeted | finally 
I long 



10. 



he 



laid 



V^ Having read I away 



carefully 



letter 



the 



LESSOR XIL 

Paeageaph 5. — Some writers use mathematics as plural 
when it refers to the different branches of mathematics. 
I have seen sncli sentences as "' Politics are very corrupt," 
but I think politics is' always singular. 

Give your pupils plenty of drill in forming the plural 
of nouns of all classes. In forming the plural of nouns 
ending in y, remember that u after q is a consonant. The 
plural of collocjuy is coUocjuies, because u in this word is 
a consonant. ?7 is a consonant when it has the sound of iv, 
and it always has this sound after q, as in quite, acquit, 
ecjuip, etc. 

LESSON XIII. 

Paeageaph 3. — Some authors object to this rule, and 
prefer to parse these nouns as the object of a preposition 
understood. Quite frequently a preposition can easily be 



SEVEXTH GRADE. 



55 



supplied, but sometimes such insertion makes a very cum- 
bersome expression. If we supply a preposition in the 
first sentence under this paragraph we shall have something 
like this: "The mountain is high to the extent of tbree 
miles," a sentence not to be commended for its simplicity. 
If we supply, miles is the object of the compound preposi- 
tion, to tlie extent of. I much prefer the rule as stated 
in the book. 

In the third sentence, worth is an adjective. 

Paeagkaph 5. — This is an important statement, and a 
similar one is contained in nearly all of our English 
2:rammar3 and in all classic grammars. Reed & Kellos'fir's 
grammar is the only one I think of now that makes no 
mention of the objective subject of the infinitive. 

Some good grammarians say that the subject of the 
infinitive is always in the objective case. In 'T want to 
go," they say that me or myself understood after ivant 
is the subject of to go. 

There are times when the subject of the infinitive is 
understood, but I do .not think it is omitted in such sen- 
tences as the one just given. The subject of the proposi- 
tion is also the subject of the infinitive. 

If we say that the subject of the infinitive is always 
in the objective case, we must call merchant in "I want 
to be a merchant" in the objective case to agree with the 
understood subject of to he. We should also be compelled 
to say " I want to be him," although our best authorities 
say "I want to be he." 

Paragraph 8. — A noun or pronoun following an in- 
transitive verb and meaning the same person or thing as 
the subject will be in the same case as the subject. (Para- 



56 teachers' manual. 

graph 7, page 193, Advanced Grammar.) When the sub- 
ject is in the objective case, the attribute (predicate) noun 
or pronoun will be in the objective case. In "I want to be 
a merchant," mercliant is in the nominative case to agree 
with /; but in "I want Henry to be a merchant," mer- 
cliant is in the objective case to agree with Henry, the 
objective subject of to he. 

There will be no objective attribute unless the verb is 
intransitive, or transitive in the passive voice. 

LESSON XIV. 
Paeagkaph 2. 

1. k"That to-daj shall never dawn again" is the object 
of thinh. 

2. Week is in the objective case without a governing 
word." 

4. We I walked 



miles hour. 



Miles and Jiour are both in the objective case without a 
governing word. 

6. "His son to be a lawyer" is the object of desires. 
8. He I asked 



dollar 



bushel 



o 

■^ wheat. 



Dollar and bushel are in the objective without a govern- 



ing word. 



LESSO]^ XV. 
Carefully read paragraph 1 and the explanation un- 



der it. 



SEVENTH GRADE. 



67 



Paeageaph 4. — If the word store were omitted from the 
fourth sentence, usage would permit us to place the pos- 
sessive sign after either Johnson or hoohseller ; thus, '' I 
bought the book at Johnson's, the bookseller," or " I bought 
the book at Johnson, the bookseller's." The word store is 
understood, and can be supplied after either Johnson or 
bookseller ; this is why either word can take the sign. 
I think it better to consider sto7^e understood after the 
last word, and therefore I prefer placing the possessive 
sign after the last word. 

I have received a number of letters from teachers and 
others, claiming that the sixth sentence is incorrect. They 
think are should be changed to is. Let us see. The use 
of the two possessive signs indicates separate ownership, 
not joint ownership. Each one owns a house, and the 
complete sentence is, " Bowmian's house and Haddam's 
house are large." The verb has two subjects connected by 
and, and therefore it should be plural. 

Paeageaph 5. 

1. Howard, the philanthropist's, life was spent in alle- 
viating the sufferings of others. 

Only one sign is used when two or more nouns are in 
apposition. In this sentence it would be better to say, 
"The life of Howard, the philanthropist," etc. 

2. For the prisoner's sake, his brother. 

Brother is in apposition with prisoner. Can you make 
a better arrangement of this sentence ? 

3. Correct. Can you improve it? 

4. Only one sign, because it was a joint reign. 

5. This was neither the teacher's nor the students' de- 
sire. Separate ownership. 



68 TEACHEKS' MANUAL, 

6. Whittier, the poet's, "Snow-Bound" is miicli admired. 

7. The Queen of England's salary is large. (See para- 
graph 3.) 

8. Correct, 

LESSO^T XVI. 

Paeageaph 4. 

3. Mj friend George's house. 

4. Alexander the Great's domain. 

5. Mary, Queen of Scots', trial. 

6. Mary and Martha's home. 

This would not be correct if they were living in different 
houses. 

7. Mary's and Martha's home (not homes). 

This would not be correct if they had the same home. 

8. Bryant's or Whittier's poems. 

9. Root & Cady's pianos. 

10. Steinway's and Chickering's pianos." 

LESSON XVII. 
Paeageaph 5. 

2. "Honor thy parents" is a noun clause, objective in 
apposition with command. 

3. " That Cromwell was a patriot " is a noun clause, 
nominative in apposition with it. Some prefer calling it 
in such cases merely an expletive, making the clause the 
subject, but I prefer calling it the subject. 

LESSON XVIIL 

To prepare a list of sentences in accordance with the 
requirements of paragraphs 1 and 2 would not aid the 



SEVENTH GEADE. 



59 



teacher mncli, because the chief difficulty will be in decid- 
ing whether the sentences written by the pupils are correct 
or not. 

For the second sentence of paragraph 2, many pupils 
will write a sentence having an adjective clause instead 
of a noun clause. Something similar to this will probably 
be giveji : "McKinley, who is now President of the United 
States, was formerly Governor of Ohio." Some pupils 
will have difficulty in seeing that the clause introduced 
by lulio is not an explanatory noun clause. Sometimes 
they will use a noun in apposition and w^ill think that 
the clause is in apposition; as, "McKinley, the man who 
is now President of the United States, was formerly Gov- 
ernor of Ohio." The clause introduced by who is still an 
«, adjective clause, but the word man is in ajDposition with 
McKinley. Be careful, for I have known many teachers 
to make this blunder. 

The same difficulty will be found in writing the fifth 
sentence. The following is correct : ''They discussed this 
question : "^Would the free coinage of silver be an advan- 
tage to the people of the United States V " 

LESSOI^ XX. 

Paeagraphs 1 AND -2. — The double relative and the 
comp.ound relatives have the same use — each is equivalent 
to a relative and its unexpressed antecedent. The only 
reason for classifying them separately is that the com- 
pound relatives are compound words and the double rela- 
tive is not. 

Paeagraph 7. — ISTotice that whose is the possessive of 
both ivho and ichich. 



60 



TEACHEES MANUAL. 



l^otice that ivhoever and whosoever are declined. (See 
paragraph 1, page 208, Advanced Grammar.) 

LESSOIT XXL 

Paeageaph 2. 

2. Distance is the object of a preposition understood, 
or it can be used in the objective case without a governing 
word. 

3. This sentence is more difficult than it seems at first 
glance. Do the phrases denote location or condition ? Are 
they adverbs ? I believe they are adjectives in the predi- 
cate. 




Both phrases modify the subject, expressing a condition 
or characteristic of the subject. 

LESSOIT XXIII. 

Paeageaph 4. — First, ivhom; second, tJiat; third, that; 
fourth, that; fifth, luhich; sixth, that. 

Paeageaph 5. 
2. Her or him are in another sentence. "Did he tell 
her or him ?" 

6. Whom is the object of ad7nit. The object of know is 



SEVENTH GRADE. 



61 



the clause "whom you admit to your friendship." Whom 
is not a relative pronoun, because it is not a connective 
and introduces a noun clause. It is an interrogative pro- 
noun in an indirect question. 

The word person understood may be considered the 
object of hnow. In this case, whom is a relative pronoun, 
because it introduces an adjective clause and is a con- 
nective. 

9. It to he him is the object of thought. Him is an 
objective attribute agreeing with it, the objective subject 
of to he. 

LESSON XXIV. 

1. The clause is the object of hnow. Whom is the 
object of sent, and is an interrogative pronoun in an 
indirect question. The direct question would be, "Whom 
did he send ?" 

2. Who is the subject of went. "Who went" is the 
object of Jcnoiv. 

4. You and me are objective subjects of to go. "You 
and me to go" is the object of wants. 

7. He is the subject of another proposition. "He will 
go." 

8. Him is the object of another verb. " He met him." 

11. Who is nominative in predicate with luho. Men do 
say I am who. The object of do say is the noun clause, 
"I am who." 

12. The object of do thinh is "they will elect whom." 

13. Him is one of the objects of the preposition hetween. 

14. "You mean whom" is the object of do hnow. 

15. "Whom to trust" is the object of can tell. Whom 
is the object of to trust. 



62 teachers' manual. 

16. Mary and tne are objective subjects of the infinitive 
{to) sit. 

17. Z7s is objective in apposition with girls. 

LESSON xxy. 

1. This is a secret between him and me. Between is a 
preposition. 

3. He knows who it was. Who is predicate-nominative 
after was. 

4. Was it he (she) whom joii met? 

6. My brother did fnlly as well as he (did). 

8. They that seek shall find. ■ TJiey is the subject of 
shall find. 

9. Is it he you wish to see ? The connective between 
the two clauses is an understood relative, the object of 
to see. 

10. Whom do you take me to be ? 

Whom i& the objective attribute, agreeing with me. 



you 



do take \ ^to be = Whom 



11. Mother went with sister and me. 

12. We did not tell her whom the letter was from. 
Whom is an interrogative pronoun, the object of from. 

13. Can you teach him and me to draw? 

Hi77i and me are objects of the preposition to under- 
stood. ^'Can you teach to him and me," etc. Some teach- 
ers will probably call him and me objective subjects of 
to draw, but the other method is better. Him and me 
repeated are the subjects of to draw. The full sentence 



SEVENTH GRADE. 



63 



is, '' Can jou teach (to) him and me (him and me) to 
draw ?" Take another sentence : "I told him to be qniet." 
The complete sentence is, " I told (to) him (him) to be 
quiet." Him to be quiet is the object of told. (This dis- 
cussion should be given only to advanced students.) 

X ) 



X 



you 



Can teach 



V to draw? 



X 



him 



3 

& me 



14. She is younger than I (am). 

15. The teacher asked him and her to stay. 

The teacher asked (of) him and her (him and her) to 
stay; 

16. It is he, she, and I that are to blame. 

17. He is the same man that met us on the bridge. 
Use that after same. 

18. There goes the man whose house was burned. 

19. The gentleman whom you spoke to is my uncle. 
Whom is the object of to. 

20. This is the longest lesson that we ever had. 
Use that after the superlative degree. 

21. The men and the tools that you sent for have 
arrived. 

jN^otice the antecedent of that. 

22. Whom do you sit with? 

Whom is the object of the preposition with. 

23. I know whom you love. 



64 teachers' manual. 

Whom is an interrogative pronoun, the object of love. 
'^Whom yon love" is the object of know. 

24. Who do you think that I am ? 

Who is in the predicate with am. The object of do 
thiiik is "I am who/' a noun clause. 

LESSOI^T XXVI. 

1. Father told James and me to go to school. (See the 
explanation of the 13th sentence, previous lesson.) 
4. It was she who you said it was. 

It 1 was = she 



it I was = who 
you I said 



5. It was she whom you said it to be. 
Whom is objective attribute, agreeing with it, the objec- 
tive subject of to he. 

It 1 was = she 



it 



you I said 



V to be = whom 



6. Wlio is there? Only I. 

7. The entertainment was pleasing to John and me. 

8. Would you attend if you were she ? 

10. But is a preposition in this sentence and should be 
followed by the objective case. 

11. The merchant left word for you and me to call at 
his store. The phrase " for you and me to call," etc., 



SEVENTH GRADE. 



65 



modifies word. The object of for is "jou and me to 
call," etc. 



Merchant I left 



word 



you 



V to call 



I store. 

12. Thej as well as I were disappointed. 
As well as is a conjunction. 

14. Such boys as he (is) are not good companions. 
16. I do not know whom to compare him to. 
Whom is an interrogative pronoun in an indirect ques- 
*^°^- ^ to compare 

o him. 



I I do know 



whom 



17. Do jou remember whom he married ? 

The clause is the object of do rememher. 

19. Do JOU remember whom he went with? 

Wlioiii is the object of with. 

Whom is an interrogative pronoun in the 16th, I7th, 
19th, 21st, and 22d. Who is an interrogative pronoun 
in the ISth and 20th. (See paragraph 9, page 209, Ad- 
vanced Grammar.) 

22. To whom did he refer ? Her or him. Did he refer 
to her or him ? 



—5 



66 



TEACHEKS MANUAL. 



23. Lucy and I (we, you, he, she, they, it, thou, ye) 
go to schooL 

Omitting the solemn style (thou, ye), there are seven. 

LESSON XXVIL 

Paeageaph 2. — In such sentences as the 14th and 15th 
many prefer to use both genders, his or Jier^ but the ex- 
planation given in the grammar is better. 

It is better to avoid such sentences when possible. Say, 
"Each person must do his duty." 

LESSON XXVIIL 

1. Every person should try to improve his mind and 
heart. 

2. Each of the party carried a knapsack with him. 

4. I did not notice which one of the men finished his 
work first. 

5. Every soldier and every ofiicer remained at his sta- 
tion all night. 

Antecedents preceded by each^ every, etc., require a 
singular pronoun. 

6. Mary and Lucy will favor us with their company. 
The antecedents are taken together. 

Y. Mary or Lucy will favor us with her company. 

The antecedents are taken separately. 

8. Xotice is hereby given to every person to pay his 
taxes. (See explanation of the 5th sentence.) 

10. You borrow one foot twelve inches, and add it to 
the upper number. 

This is a difiicult sentence. Inches is in apposition 
with foot, and the pronoun should agree with foot, the 
principal term, and not with inches, the explanatory term. 



SEVENTH GRADE. 



67 



On the otlier hand, it is the inches we add to the upper 
number. 

I think the following is a good rule : "When two appos- 
itives, differing in number, are an antecedent or a subject, 
the pronoun or the verb should agree with the principal 
word, and not with the explanatory word." 

11. Every herb, every flower, and every animal shows 
the wisdom of Him who made it. 

13. If anyone wishes to join the church, let him come 
forward. 

14. It is difficult for any judge or juror to be un- 
prejudiced in his opinion. 

The antecedents are taken separately. 

If fhe antecedents were judge or witnesses, the pronoun 
should be plural, to agree with its nearer antecedent. " It 
is difficult for the judge or the witnesses to be unprejudiced 
in their oiDinion." 

15. Every city, village, and farm furnishes its quota 
of soldiers. 

16. This is such bad news that I cannot believe it. 
Neius is always singular. 

17. If you find "Longfellow's Poems," send it to me. 
The. quotation marks and the capital P inform us that 

it is a book that is wanted. 

18. The audience kept their seats until the close. 
Collective nouns referring to persons more frequently 

have plural pronouns and plural verbs than collective 
nouns referring to animals or things. 

19. If you have any molasses, please send me a gallon 
of it. 

Molasses is always singular. 



68 TEACHEKS' MANUAL. 

21. If . any boy or girl be absent, he must go to tlie 
foot of tlie class. 

Some authorities would use he or she, but the masculine 
alone is better. Usually it is better to avoid such sentences 
entirely. We might say, " If any pupil be absent," etc. 

22. Do you know which one of the students wrote his 
essay first? 

The antecedent of his is one. 

23. Lincoln, the President, the Emancipator, and the 
Martyr, will always live in the hearts of his countrymen. 

LESSON XXIX. 

1. American is a proper adjective, modifying citizen 
understood. Citizen is nominative in the predicate with 
each of the three verbs. 

4. Him is in ajDposition with Milton. 

I I refer 

l o Milton (him) 

who I wrote 

Paradise Lost. 



5. He is nominative in apposition with Hadley. 
g_ Reputation | is — that 



V to be = which 
are thought — | 



Character I is = that 



we I are = which 

But can be supplied as the connective between the 
principal clauses of the two complex sentences. That 



SEVENTH GRADE, 



69 



Pharaoh | promoted 












whom 


This 1 is 


= book 


\JjO study 


Ithe \ 


we 1 are — 




that 



is an adjective pronoun in each clause. Which is in the 
nominative to agree with ive in each clause. The phrase, 
^0 he tvhich, is an adjective phrase, modifying ive. 

8. Byron is in the possessive case, possessor of dissipa- 
tion. Poet's is possessive in apposition with Byron. 

9_ It I was = Joseph (he) 



10, 



To study is an adjective phrase modifying we. 

13. I remember that which was said. 

14. Conscience makes the bitter memory of that which 
he was. 

Which is in predicate with was. 

15. Whosoever = he who. 

LESSON XXX. 

Here careful study on the part of the teacher will be 
required to decide whether the pupils' sentences are correct 
or not. Some of the sentences given by them will contain 
unexpected and unusual difficulties, 

LESSOl^ XXXII. 

Paeageaph 2. 
3, To insert a before gentleman would make the sen- 
tence mean that he does not deserve the name of some 
particular gentleman (Roberts, for instance). 



70 



TEACHERS MANUAL. 



4. The descendants would mean that all the descendants 
of the Europeans are in America, but we know that many 
of them are still in Europe. 

5. Line is understood after the word north. 

Paeageaph 3. 

1. The right and the left hand were both diseased. 
"The right and left hands were both diseased" is also 

correct, but the former is to be preferred. 

2. Correct. If we saj, " The Latin and Greek words in 
English are many," we mean one class of words, a mixture 
of Latin and Greek. But there are two classes, one Latin 
and one Greek. 

3. I do not admire those kinds of people. Those is 
plural and requires a plural noun. 

4. Correct, "The fourth and fifth verses" is also allow- 
able. 

5. Mj uncle owns a large and "a small house. Two 
houses. 

6. One who rules is often known by the name of king. 

7. This is correct if the sick were also the wounded ; 
but if there were two classes, one class sick and another 
class wounded, the sentence should be, " The sick and the 
wounded were left in the camp." 

8. I have not been at home for these two weeks. 

LESSOIT XXXIIL 

Paragraphs 1 and 2 should be studied carefully. It is 
not uncommon to find violations of these rules in journals 
and magazines making some pretensions to a knowledge 
of good English. 



SEVENTH GRADE. 



71 



The statement, " When the comparative is nsed, the 
latter term of comparison must exchide the former," has 
reference onlj to sentences in which the comparative is 
followed hj than. If we were speaking of the two States, 
Kansas and Texas, and shonld say, " Texas is the larger 
of the two," it would be correct, although the two includes 
Texas, the former term of comparison. 

Paragraph 3. — Some writers of considerable reputa- 
tion would insert otlier before paintings in the fifth sen- 
tence, but the sentence is certainly- correct as it stands. 
This picture is one of the paintings, but it is not one of 
the other paintings. In this sentence, all paintings are 
divided into tv\^o classes ; this picture is one class by itself, 
and all other paintings form the other class. 

PaRx^CtRAph 4, 

1. The vounffer of the two sisters is the handsomer. 

2. Correct. 

3. The boy is brighter than any of his classmates. 

As the boy is not one of his classmates, the sentence 
in the grammar is as incorrect as to say, '^' Henry is the 
oldest of the girls." ISTotice that the latter term, class-^ 
mates, does not include the former, hoy, and the super- 
lative degree is used. This is contrary to the rule in 
paragraph 2, page 126. 

4. Gold is more valuable than any other metal found 
in the United States. 

Gold is found in the United States, and it is not more 
valuable than itself. ISTotice, too, that the comparative 
degree is used, and the latter term of comparison must 
exclude the former. Any metal will include gold. Any 
other metal will exclude ffold. 



72 teachers' manual. 

5. ISTatiiral scenery pleases me the best of anything. 
Else means other, and natural scenery is not one of 

the other things. Anything will include natural scenery, 
but anything else will not. 

6. This is correct if the tree is not in the forest; but 
if the tree is in the forest, the sentence should read, " That 
tree overtops all the other trees in the forest." 

1. Our present teacher is better than any other teacher 
we ever had. 

"Any teacher we ever had" will include the present 
teacher, which should not be the case when the compara- 
tive degree is used. 

8. Our present teacher is the best we ever had. 

The latter term of comparison, "we ever had before," 
does not include the former term ; but as the superlative 
degree is used, ihe latter term should include the former. 

9. We should say nothing else, because there is some- 
thing that pleases me as much as natural scenery, and 
that something is natural scenery itself. 

10. This man above (or more than) all others deserves 
promotion. 

This man is not one of the other men. ISTotice this 
sentence : "Lake Superior, of all the cities, is the largest." 
This sentence is just as sensible as the one in the gram- 
mar, and yet the sentence in the grammar was taken from 
an editorial in a leading newspaper. We might think it 
was a typographical error if such expressions were not 
heard and read so frequently. 

LESSON XXXVo 

6. In analyzing this sentence most authors would make 
lower and Mississippi each modify valley, but this is not 



SEVEISTTH GEADE, 



73 



the meaning. Mississippi modifies valley and lower modi- 
fies Mississippi valley. Sucli examples are numerous. An 
adjective frequently modifies a following adjective and 
noun taken together. In "a pretty little girl," little modi- 
fies girl, and pretty modifies little girl. When and can be 
placed between the two adjectives preceding a noun, they 
are said to be of equal rank, each modifies the noun sep- 
arately, and they should be separated by a comma; but 
when and cannot be placed between the two adjectives, they 
are said to be of unequal rank, the first modifies the second 
and the noun combined, and no comma should be used. 
Examples : Beautiful blue eyes. A wise old man. A long, 
steep hill. A faithful, loving friend. 



eves 



blue 



beautiful 



I. In the gTammar it is stated that sad and weary are 
predicate adjectives. They can also be considered as 
adjectives used appositively. If so considered, they should 
be placed under he in the diagram. 

II. The understood relative is the object of- ivanted. 
12. Tliat, understood, is the object of expected. 

15. Notice that you can insert neither a comma nor and 
between /as^ and Saxon. Last modifies Saxon hing. 

■^Q^ Every one | can master 

grief 



a' 
c 
"^ him 



that I hath 

^it. 



Every may be taken as an adjective modifying one. 



74: 



19. 



teachers' manual. 
Napoleon ( man ) | died 



the 



"Wellington | defeated 



St. Helena. 



whom 



Waterloo 



lesso:n XXXVI. 

Paragraph 5. — In drilling on the irregular verbs, pay 
special attention to those in common use. Have the pupils 
understand that the past tense is never used with an 
auxiliary and that the past 23articiple is always used with 
an auxiliary. If they understand this, they will not use 
such expressions as "He begun," or "The book was stole," 

Much drill will be required. Suppose the verb hreah 

is under consideration. The teacher can say, " I " ; 

"He has " ; "The stick is " ; "The rule may 

have been " ; and the pupils should respond promptly 

with the word hrohe or hroJc en, whichever they think cor- 
rect. Continue the drill until the pupils make no mistake. 

LESSOR XXXVII. 

Paragraph 2. 

3. Can run is active voice. Remember that this gram- 
mar teaches that intransitive verbs denoting action have 
the active voice. Some authors say intransitive verbs have 
no voice. In stating that intransitive verbs have the active 
voice, I am simply uttering the words of the best linguists 
of the age. 

8. Must be obtained is transitive, passive. 

Paragraph 3. — Give much drill on the formation of 
the passive voice. 



SEVENTH GRADE. 



75 



The following are passive: shall be seen, may have 
been seen, had been seen; shall have been chosen, fo be 
chosen, may be chosen; to have been stolen, having been 
stolen, is stolen. 

Paeageaph 4. 

1. The sight astonished the traveler. 

2. The glory of God is declared by the heavens. 

3. Henry Watterson gave the address of welcome to 
the Grand Army of the Republic. 

4. Young men are incited to noble careers by such 
examples. 

5. This cannot be made passive, because the verb is 
intransitive. 

6. The laborer was cheered by health and plenty. 

7. The child's foot was trodden on by a horse. 

Was trodden on is a compound passive verb. O71 is 
not a preposition, but a part of the verb. (See paragraph 
1, page 236.) 

8. Intransitive. 

9. Intransitive. ' 

10. This matter must be attended to by the commander. 
Must he attended to is a compound verb. 

LESSOR XXXYIII. 
Mode is frequently a form of the verb. Go (a com- 
mand), you must go, and you shall go mean about the 
same, but the first is in the imperative, the second is 
potential, and the third is indicative. In these examples 
the form of the verb determines the mode. 

Paeageaph 2. 
1. Wish is indicative, and luere is subjunctive. 



76 teachers' manual. 

2. Potential. 

3. Imperative. 

4. Indicative, passive. 

5. Indicative, passive. 

6. Potential, passive. 

7. Imperative, 

V^to learn 



X I Try 



something 



day. 



every 



8. Potential, passive. 

Paragraph 4. — The verb in "If it be thrown" is sub- 
junctive, passive. 

LESSON XXXIX. 
Paragraph 2. 

1. Passive, indicative, past. 

2. Active, potential, present. 

3. Active, indicative, present-perfect. 

4. Passive, potential, present-perfect. 

5. Active, indicative, future-perfect. 

6. Passive, indicative, present-perfect. 

7. Reached is active, indicative, past; had disappeared 
is active, indicative, past-perfect; were appearing is 'active, 
indicative, past. 

8. Sa7iJc is active, indicative, past; could arrive is 
active, potential, past. 

9. Passive, indicative, past. 

10. Passive, indicative, past. 

11. Said is active, indicative, past; could write is active, 
potential, past ; did live is active, indicative, past. 

12. Love is active, imperative, present; shouldst come 
is active, potential, past. 



SEVENTI-I GRADE. 



LESSON XL. 



77 



Paeageaph 1. — The term, finite verbs, is used because' 
an infinitive does not change its form to agree with its 
subject. We saj, " I want him to go, you to go, them to 
go," etc. The infinitive remains the same, no matter what 
subject we insert after ivant. Because infinitives do not 
change to agree with their subjects in person and number, 
they are said to have no person and number. 

Carefully study the seven notes under this paragraph. 

Paeageaph 2. 

2. Many a man takes men distributively, one at a time. 

3. See note 4, paragraph 1. 

4. Each is the subject. 

5. One is the subject. 

6. Am agrees with /, (See note 6.) 

8. More persons than one of us were. 
Persons is the subject. 

9. Victuals in this sentence means eatables, plural. 
10. Victuals in this sentence means one word, singular. 

12. Subjects taken separately. 

13. Are agrees with books, the afiirmative subject. 

14. Is agrees with money, the real subject. The hear- 
ers understand that men are needed, and the speaker 
simply adds that money is needed. 

15. Two phrases or two clauses taken together will have 
a plural verb just as two nouns connected in the same man- 
ner will require a plural verb. 

16. The subject is they. 

17. "Canterbury Tales" is used simply as the name of 
a book or poem. 



78 



TEACHERS MANUAL. 



18. The subject is variety. 

19. The twenty-five dollars are not considered as so 
many dollars, but as so much money- — a certain price. 

If there were twenty-five silver dollars, for instance, 
lying on the desk, it would be correct to say, " Twenty-five 
dollars are lying on the desk," if we had reference to the 
number of dollars, and not to the amount or sum of money. 

20. The verb agrees with TJiomas. (See note 6.) 
22. Conclusions is the subject. 

24. The verb agrees with /. Why? 

LESSOR XLI. 

The teacher should have some systematic form for cor- 
recting false syntax. For instance, in correcting the first 
sentence, the pupil should rise and read the sentence, then 
say about as follows : "Incorrect, because the verb have is 
plural, and its subject each is singular, but a verb should 
agree with its subject in number and person ; therefore, 
have should be /las." 

Do not permit 23npils to say, "Incorrect, because the verb 
is plural and the subject is. singular." Insist that they 
name the verb and the subject. I am satisfied that much 
of the work in correcting false syntax in our schools is 
simply guesswork. Probably this is why some teachers 
are beginning to think that such exercises should be 
omitted from our grammars. 

2. The verb should be is, to agree with its subject, one, 
and their should be his, to agree with its antecedent, one. 

3. The verb should be is, to agree with its subject, one. . 

4. The verb is should be are, to agree with its subject, 



SEVENTH GRADE „ 



79 



reasons. One or more reasons for this are (exist). Rea- 
S071S is the nearer subject. 

5. Have should be has, to agree with its subject, ivork. 
Days' is in the possessive case. 

6. Are should be is, to agree with he. Why? 

Y. Delight should be delights, to agree with its subject, 
nothing. Pursuits is in the objective case, object of the 
preposition, hut. 

8. Is should be are, to agree with people, the affirmative 
subject. 

9. The subject, numher, is singular. 

10. Exists should be exist, to agree with its subject, 
connections. Remember that a verb ending in s is usually 
singular. Caress and dress end in s and are plural. The 
singular of these verbs is caresses and dresses, also end- 
ing in s. 

11. Are should be is, because the subject, the word oats, 
is singular. 

12. Youth is a collective noun denoting plurality of 
idea ; therefore has should be have. 

13. The verb should be plural, to agree with its com- 
pound subject. 

14. This sentence means about the same as "My brother 
and two friends have arrived," but most authors call with 
a preposition and say that have should be lias, to agree 
with brother. 

15. Brings should be bring, to agree with arguments, 
the affirmative subject. 

16. Were should be luas, to agree with deceit and vice, 
taken separately. 



80 TEACHEES' MANUAL, 

17. Are slioiild be is^ to agree with wagon, the nearer 
subject. 

IS. Stands should be plural, to agree with its subject, 
prisoners. 

19. Is should be are, to agree with its subject, that; 
tJiat is plural, to agree with its antecedent, passions. 

20. Are should be is, to agree with its subject, sun. 

LESSOE^ XLII. 

PaEACtEAPH 1. 

1. Has should be have, to agree with its subject, persons, 
understood. More persons than one have had a hand in 
this affair. 

2. Their should be his, to agree with its antecedent one, 
or everyone. 

3. ^'orrect. 

4. Are should be am, to agree with I, the nearer subject. 
Who should be whom, because it is the object of have 
selected. 

5. Have and their should be has and its, to agree with 
each, a singiilar. 

6. Were should be was, because there was but one report. 
This report was written by the mayor and the clerk. 

7. Was should be were, because there were two reports, 
one from the mayor and one from the clerk. 

8. Correct. The verb agrees with the affirmative subject. 

9. Correct. 

10. Attract should be attracts, to agree with its subject, 
that. That is singular because its antecedent, Iteauty, is 
singular. 



SEVENTH GEJlDE. 



81 



11. Correct. 

12. Each day and each hour brings its portion of duty. 

Paeageaph 2. 

1. Xot one of my neighbor's soils has succeeded in 
business. 

2. There are my neighbor and her daughter, 

3. Time and tide wait for no man. 

4. That able scholar and critic has a valuable library. 
Critic is in apposition with scholar. 

5. The crime, not the scaffold, is the shame. 

6. A bushel of pears was taken from one tree. 

7. ISTeither he nor I am frightened. 

8. He or -his brother has the book. 

9. There have been several vessels lost on these rocks. 

LESSOX XLIII. 

This lesson presents an excellent test of the pupil's 
knowledge of the agreement of a verb with its subject 
and the agreement of a pronoun with its antecedent. 
If he makes no mistakes in these sentences, he will be 
doing remarkably well. 

LESSOX XLIV. 

This is an important lesson. Probably as many errors 
are made in the use of the forms of these verbs as in the 
forms of all the other verbs in the language. Even among 
people of fair education it is not uncommon to find some 
who mix the forms of lie and lay, or sit and set. 

Xotice carefully the explanation in paragraph 1. 

—6 



82 teachers' manual. 

Paeageaph 2. 

1. Use lay, past tense of lie, because there is no object. 

2. Use laid, j)ast of lay, because there is an object. The 
second verb is lies, because it has no object. 

3. Were laid is passive, therefore it is taken from the 
transitive verb lay. 

4. The first verb is set, because it has an object. The 
second verb is sit, because it has no object. 

5. The first verb is taken from the intransitive verb sit, 
because there is no object. Setting is the proper adjective 
to apply to the sun, but sitting is the proper adjective to 
apply to a hen. 

6. The first verb is taken from the transitive verb raise, 
because there is an object. The second verb is taken from 
the intransitive verb idse, because there is no object. 

7. Rising, from the intransitive verb rise, because there 
is no object. Raising, from the transitive verb raise, be- 
cause there is an object. 

Paeageaph 3. 

1. The book was lying on the table. Yes, I laid it 
there. Well, let it lie. 

2. The sick man has lain on his bed a long time. 
The verb is intransitive. 

3. What plans are you laying now? 

Use laying from the transitive verb lay, because there 
is an object (plans). 

4. Have they laid their burdens down ? 

Burdens is the object; therefore we use the transitive 
verb. 

5. I remember when the corner-stone was laid. 
Use the transitive verb, because it is passive. 



SEVENTH GRADE. 



83 



6. Lie here, and lay your head on the pillow. 
The first is lie^ because it is intransitive, and the second 
is lay^ because it has an object. 

Paeageaph 4. 

1. Mary, you may set the table. 

Use the transitive verb, because it has an object (table). 

2. William is sitting by the stove, but Samuel is setting 
the old hen. 

The first is intransitive and the second is transitive. 
After Samuel sets the hen, the hen will sit. We should 
not say a setting hen, but a sitting hen. 

3. The traveler rose early, and set out at six o'clock. 
8et is used here, because it is intransitive when meaning 

to set out on a journey. 

4. Your coat sits well. 

This certainly should not be sets well, and sits well is 
not without objection. I think fits well much better than 
either. 

5. Set yourself down and sit still. 

Since the first verb has an object (yourself), it should 
be transitive. 

6. The creek is rising, and the men are raising that 
old house. 

7. We found the knife lying in the road. 

We use the intransitive participle, because it has no 
object. 

8. Much land has been laid waste by the high water. 
Use laid, from the transitive verb Ioaj, because has teen 

laid is passive. Waste is an adjective in predicate. 

9. The trial was set for next Monday. 

Use the transitive verb, because luas set is passive. 



84 teachers' manual, 

10. After fighting all day, the soldiers lay down on the 
ground to sleep. 

The verb has no object ; therefore we use lay, the past 
tense of the intransitive verb lie. 

LESSON XLV. 

Paeageaph 2. 

1. He did it. 

2. I saw him. 

3. Have you ever seen a giraffe ? 

4. Has he written the letter ? 

5. The letter written yesterday "was mailed to-day. 

6. Has the messenger come yet ? 
1. The storm soon began. 

8. The boy said his book was torn. 

9. Some of our best apples were stolen. 

10. I knew him as soon as I saw him. 

11. The train had gone an hour before I came. 

12. This work can not be done in one day. 

13. She ought to go. 

Had ought and hadn't ought are always incorrect. 

14. He was chosen umpire for the game. 

15. The tune was sung well. 

16. The witness has surely sworn falsely. 

Paeageaph 3. 

1. I think that he is sick. 

Suppose might do, but think is better. In such cases 
we do not guess nor expect. 

2. Guess how many grains are on this ear of corn. 

3. Will you teach me to skate ? 

4. Mother, I will come to see you next week. 



SEVENTH GRADE. 



85 



In speaking or writing of anyone we should not say 
I (or anyone else) will go to see you, but will come to 
see you. 

5. Try to learn your lesson. 

This error is very common. To try and go means to do 
two things : to try, and to go. To try to go means to try 
to do one thing — to go. To go is the object of ^ri/. 

6. I think he has gone to Europe. 

We do not expect something that has already happened. 

7. I expected to be in ISTew York by this time. (See 
paragraph 2, page 156, and paragraph 4, page 245.) 

8. Tie doesn't believe in hypnotism. 

We often hear (and often read) such expressions as he 
don't, she don't, Charles don't, etc. These are all wrong. 
Doesn't should always be used when the subject is in the 
third person, singular. 

lesso:n xlix. 

PaeaCtEaph 2, PAGE 150. — Pupils should have consid- 
erable drill in giving the synopsis of verbs. At first, they 
should name each mode and tense as it is reached, but after 
knowing the order of the modes and tenses, the form can 
be shortened. The exercise then will be as follows : I am, 
I have been; I was, I had been; I shall be, I shall have 
been ; I may be, I may have been ; I might be, I might 
have been. In the potential mode all the tense signs 
might be named. Synopsis of see: I see, I have seen; 
I saw, I had seen; I shall see, I shall have seen; I may, 
can, or must see ; I may, can, or must have seen ; I might, 
could, would, or should see; I might, could, would, or 
should have seen. Passive : I am seen, I have been seen ; 



86 teachers' manual. 

I was seen, I had been seen ; I shall be seen, I shall have 
been seen; I may, can, or must be seen; I may, can, or 
must have been seen ; I might, could, would, or should be 
seen ; I might, could, would, or should have been seen. 
It will be noticed that the synopsis or the conjugation of 
see in the passive voice is precisely the same as the synop- 
sis or the conjugation of he prefixed to the participle seen. 
This is always true of the passive voice. 

Paragraph 4. — You will find that some of your pupils 
will have trouble in distinguishing between the passive 
voice, and the active voice in the progressive form. Both 
have the same forms of be^ but the passive ends with the 
past participle, while the progressive ends with the present 
participle. "I have been seen" is passive, but "I have 
been seeing" is active, progressive. Both are in the in- 
dicative, present-perfect. 

LESSOR L. 

After your pupils are familiar with the synopsis and 
conjugation, common form, have them give the progressive 
and the emphatic form. 

LESSON LI. 

11. Be chosen. 

Some of your puj)ils will be apt to say there is no im- 
perative passive. It is formed by placing the imperative 
be before the j)ast jDarticiple of a transitive verb. Its 
formation differs in no respect from the formation of 
the passive in other modes. 

12. If he go, he will be sorry. 

JSTotice that go is not, goes. Goes is indicative. 



SEVENTH GEADE. 



87 



For a discussion of the subjunctive, see pages 231 and 
232. 

13. If lie be cbosen. 

This is present tense, but it denotes future time. 

14. If he were chosen. 

This is past tense, but it denotes present time. 

LESSOIT LIII. 
Paeageaph 1. 

1. To escape has the construction of an adjective, and 
modifies fortune. 

2. To 'preach has the construction of an adjective, and 
modifies license. 



student | has 



The 



Cuckoo I tried 



license 

I a V ^ to preach. 



(tosteal 



nest. 



Many simple modifiers will be omitted from the dia- 
grams in the remainder of this book. 



4. 



She I is — sad 



sister 



\ ^ to 



V X X failing. 



To he failing is an infinitive, progressive form, with the 
construction of an adjective. Sister to he failing is the 
object of see. Remember that the sign of the infinitive 
is omitted after hid, dare, feel, hear, help, let, make, see, 
and some others. 



TEACHERS MA]SrUAL„ 



Doubtless some would diagram the sentence in this way : 
8he I is — sad 



VjL 



sister 



yfailii 



This makes sister the object of to see, which is not the 
meaning. She is not sad to see her failing sister, but to 
see her sister failing. "I want to see the dying boy" is 
quite different from "I want to see the boy dying." 

5_ I I have come you 

V to hear yX sing. 



To hear has the construction of an adverb, and (to) sing 
has the construction of an adjective. To is omitted be- 
cause it is preceded by he,ar. 

8. You I were — kind 

I enough 

V to aid. 



To aid has the construction of an abverb, modifying the 
adverb enough, 

I^Totice that enough nearly always follows the word it 

modifies. 

I I would do 

it. 



12. 



15. 




^to be punished. 



( is — good ) 



than 



SEVENTH GRADE. 

Than is a conjunctive adverb. 
16. yto strive "^ 



18. 



It ( 



right 



) I is — better 



V to rail 



wrong. 



I (is — good) 



than 



I'T. V To hesitate y to be lost 



l ^ To rob 



IS = crime 



V^ to steal 



continent 



I is 



glory- 



89 



20. To deface is an adverb, modifying tbe adjective 
enough. 

LESSO:^ LV. 

Parageaph 1. — Some authors say that a participle may 
have the construction of an adverb. This will be discussed 
in Grade Eight. 



90 



TEACHERS MANUAL. 



LESSON LVL 
Paeageaph 1. 



1. See j)age 162. 

2. X I avoid 



ykeep 



ling 



company 



depraved. 



Indians 



V ^ screaming 
ran — 



pursuit. 



Screaming lias the construction of an adjective, modi- 
fying Indians. 



Many [ have amassed 



wealth 



\living 

economically. 



\^do 


attempting 


i fo much 


ng ■: 




little 


J 


1 is = cause 



Much and little are adjective pronouns, but they can be 
treated as adjectives, modifying nouns understood. The 
verb is is singular because attempting much and doing 
little are considered as one act. ISTeither the attempting 
nor the doing is the cause of failure,, but the combination 
of the twOo 



SEVENTH GRADE. 



91 



6. 



Englishman 



V^ named = John Rolfe 



John Bolfe is in the objective case to agree with English- 
man. 

V buried 



7. 



philosopher | sat 



1 5' thought. 



he 



talked 



I more loudly. 



^ reasoning 



more forcibly 



]!^otice that more loudly and more forcibly are taken 
together as simple adverbs. (See paragraph 5, page 220.) 
Reasoning has the construction of a noun, the object of 
instead of. 

Q efforts I could prevent 

V going. 



his 



Going is the object of coidd prevent, 
10. 



V ^correcting 

: P 

: a 
I -"^ 

\^ : polishing 



couplet. 



The two participles have the construction of a noun, 
objects of the preposition in. Couplet is the object of 
both participles. 



92 



TEACHERS MANUAL. 



13. See page 161. 



14. 



balance | 


is hun^ 






God's V watched 


p 




angels 


O 

«= sky. 








the " 



15. 



l etter | has been mailed. 
The \ ^- written 



yesterday 



Yesterday is a noun, in the objective case without a 
governing word. (See paragraph 12, page 253.) 

LESSOI^ LVIIL 

It will be profitable to have the pupils analyze or dia- 
gram the sentences they have written, for, as has been 
said before, some of the sentences written by the pupils 
will contain unexpected and unusual difficulties. 

LESSOI^ LIX. 

Paragraph 4. — Observe that this definition is not the 
one usually given. (See paragraph Y, page 252.) 

Paragraph 6. — It must not be supposed that the ad- 
verbs given as examjjles of the different classes always 
belong to the class in which they are listed. Now is some- 
times a modal adverb, meaning about the same as hence or 
therefore. It is also sometimes a mere introductory word ; 
as, " ]^ow, Barabbas was a robber." 8o is sometimes an 
adverb of degree ; as, " He was so kind tlmt he won the 
love of all." How is sometimes an adverb of manner; as, 
"How did he succeed ?" 



SEVENTH GRADE. 



93 



Paragraph 8. 

1. Till is a conjunctive adverb of time. 

2. Hither is not an adverb ; it is an adjective, modify- 
ing ivay. FoHh is a simple adverb of place (or manner). 

3. The last there is a simple adverb of place. 

4. Together and happily are simple adverbs of manner. 
Very is a simple adverb of degree. 

5. Rapidly is a simple adverb of manner. How is a 
simple adverb of degree, 

6. Perchance is a modal adverb. - 

7. Since is a conjunctive adverb of time. Some will 
call since' a preposition, having the clause, "T returned," 
as its object. 

8. Whither is an interrogative adverb of place. 

9. Far is a simple adverb of place or manner. How is 
a simple adverb of degree. 

10. Slowly and sadly are simple adverbs of manner. 

11. Once is a simple adverb of time. So is a simple 
adverb of degree. No is a simple adverb of negation. 
Longer is a simple adverb of time. 

12. Duly is a simple adverb of manner. Immediately 
is a simple adverb of time. 

Paragraph 9. — The words forming a phrase adverb 
should not be parsed separately. 

At all is a phrase adverb, but at home is an adverb 
phrase. In the former there is but one part of speech — an 
adverb ; but in the latter at is a preposition and home is a 
noun. 

Paragraph 11. — In the explanation under this para- 
graph the statement is made that good, better, best is an 
adjective. Some good critics have found fault with this 



94 



TEACHERS MANUAL. 



expression, claiming that it should read "good, better, 
best are adjectives." Read the paragraph carefully, and 
see if there is not a good reason for the form used in 
the book. 

LESSON LX. 

Pakagraph 1. 

1. He stood silent and alone. 

Silent does not express the manner of standing, but 
the condition of the person while standing. 

2. Correct. 

3. Double negative. A miser never gives anything to 
anybody. 

4. How sweet the music sounds. 

The speaker did not intend to express the manner of 
the sounding, but the quality of the music. Sweet is an 
adjective in predicate. 

5. The sun shines bright and the grass looks green. 
If the speaker intends to specialize the manner of the 

shining rather than the brightness of the sun, brightly is 
correct. Greenly is not correct, because the grass has no 
eyes to look with. 

6. He feels very sad about his loss. 

The intention of the speaker is to express the condition 
of the subject, his state of feeling, not his manner of 
feeling (with his fingers). 

7. The teacher was tolerably well informed. 
Tolerably is an adverb, modifying ivell. 

8. The young lady looked beautiful and sang beauti- 
■fully. 

Use the adjective in the first part of the sentence, be- 
cause you wish to express a quality of the lady, not the 



SEVENTH GKADE. 95' 

manner of an act. Use the adverb in the last part of the 
sentence, because jou wish to describe the manner in which 
she sang. 

9. We arrived at home safe and sound. 

Both should be adjectives, because we wish to express 
our condition when we arrived rather than the manner 
of our arriving. 

10. The bashful joung man appeared (to be) very awk- 
ward. 

Plainly an adjective. Suppose the young man had been 
3ut of sight somewhere, and that he had been summoned 
to appear, and suppose that he had put in his appearance 
in a very awkward manner : would awkward or awhwardly 
be the correct word to use in this sentence ? 

11. This apple looks well, but it tastes bad. 

This is correct if the sentence means that the apple is 
l^retty, a good-looking apple. But if the sentence means 
that the apple appears to be a good apple, the word good 
should be used instead of well. "This apple looks good, 
but it tastes bad." 

12. She dresses suitably to her station and means. 
Use the adverb, because it modifies the verb dresses. 

13. I was exceedingly glad to hear from you. 

Use the adverb exceedingly, to modify the adjective glad. 

14. The train doesn't wait for any one ; or. The train 
waits for no one. 

15. The doctor said she would never be any better. 
Avoid double negatives. 

16. 'Not every man can aiford to keep a coach. 
Not modifies every. 

As the sentence stands in the book, it may mean that 
no one can afford to keep a coach. 



96 teachers' manual. 

Paeagkaph 2. 

1. He looked glad when his brother came. 

Glad is an adjective in predicate with looked, and 
modifies lie. 

2. Lucy felt very sad when her friend died. 
Sad is a predicate adjective, modifying Lucy. -^ 

3. The evening bells sound sweet and low. 

The adjective should be used, because it expresses the 
quality of the bells rather than the manner of the sounding. 

4. The eggs were boiled soft. 

Soft is a predicate adjective. It does not express the 
manner of the boiling. 

5. The house was made strong. 

6. Come quickly. 

Here the adverb should be used, because it describes 
the manner of the coming. 

7. The slaves were treated harshly. 

If harsh were used, it would be a predicate adjective, 
modifying slaves. This is not the meaning of the sentence. 

8. The singer's voice seemed harsh. 
Harsh modifies voice. 

9. The moon rose clear. 
It was a clear moon. 

10. The house appears comfortable and pleasant. 

11. The boy was dressed comfortably, 

LESSON LXL 
Paeagkaph 1. 
1. This means that the address, and nothing else^ can 
be written on this side. 



SEVENTH GEADEo 



97 



2, This means that the address must be written, not 
printed, on this side. 

3. This means that the address must be written on this 
side, not on the other side. 

Paeageaph 2. 

1. We recite only three lessons a day. 

As the sentence stands it means we only recite the 
lessons,^w^e do not study them. 

2. ]^ot all men are educated. 

The sentence as it stands may mean that no man is 
educated. 

3. ISTot all that glitters is gold. 

Something that glitters is gold, and that something is 
gold itself. 

4. Two young ladies came to the party dressed nearly 
alike. 

5. Such prices are paid only in times of great scarcity. 
Oiilij does not modify paid; it modifies the phrase. 

6. Corn should generally be planted in April or May. 
When an adverb is j)laced between the parts of a verb 

composed of three words, it should usually be placed after 
the first part of the verb, not after the second. 

7. 1^0 man ever has so much that he does not want more. 

8. I shall always be glad to see you. 

This sentence may be correct. If it is, what does it 
mean ? 

9. The work will never be completed. 

10. Having lost nearly a thousand dollars by the trans- 
action, I can not afford to venture again. 

What does the sentence mean as it stands ? 

11. The secretary was daily expected to resign. 

—7 



98 teachers' manual. 

12. He walked nearly ten miles. 

13. I bring forward only a few tilings. 

14. We speak merely of ourselves. 
Merely modifies the pkrase, not speak. 

15. Tlie Chinese live chiefly upon rice. 

16. I ate only one apple to-day. 

If we make only modify ate, the sentence means I did 
nothing but eat the apple; I did not digest it. 

lesso:r lxii. 

Paeagkaph 1. — ISTotice the last sentence of this para- 
graph. *'He wrote a poem concerning the wrath of the 
gods." Concerning is a preposition, meaning about. Of 
course, as concerning, i-egarding, and respecting can be 
derived from verbs, they are sometimes participles. 

Pakageaph 6. 

1. The sultry evening was followed by a heavy frost. 

2. He fell from the bridge into the water. 

3. Our government is based on the rights of the people. 

4. He was accused of robbery. 

5. This work is different from that. 

6. There is a constant rivalry among these four rail- 
roads. 

If the sentence means that the rivalry exists between 
each railroad on the one side and the combined three on 
the other, hetween should be used. 

7. Divide the apples between the two girls. 

8. He was eager for studying grammar. 

9. He was desirous of studying Latin. 

10. Battles are fought with other weapons- than popguns. 
If we say "besides popguns," the sentence means that' 



SEVENTH GRADE. 



99 



battles are fought with popguns and also with other 
weapons. 

11. The band was followed bj a large crowd. 

12. Raise jour book off the table. 

Off is a preposition in this sentence, but it is some- 
times an adverb. Off of should not be used together. 

Pakagkaph 7. 

1. He poured the water into the barrel. 

2. We saw jou at the concert. 

3. The prisoner is accused of stealing a horse. 

4. You maj rely on what I say. 

5. The forests abound with wild animals. 

6. There is much need of prej)aration. 

7. The man died of consumption. 

8. The soil is adapted to corn. 

9. The merchant is in want of money. 
10. He stays at school late, 

LESSO]^ LXIIL 

Paragraph 1. — As well as should not always be taken 
together as a conjunction. (See paragraph 1, page 254.) 
Some authors supply an entire clause between as and if ; 
as, ^'He looks as (he would look) if he were sick." 

Paragraph 9. 
2. "Where he has gone" is the object of can tell. Where 
is an interrogative adverb of place. 
7. X I be — wiser 



to-day 



y \ X - X 

L.ofC. 



yesterday, than 



100 



TEACHERS MANUAL, 



The complete sentence is, " You be wiser to-day than 
you were wise yesterday." Than is a conjunctive adverb. 
I have diagrammed to-day and yesterday as adverbs, but 
see paragraph 12, page 253. 





I 

w 


.ESSON 

day 1 


LXIV, 

that 

is :' = 


day 


X 


rite 




) 


HH 






o 


it( 


^ year. 








a 
he? 


irts 







3. 



that 



people 


are 


— good 






1 is 


^ main 




the 
= statement. 



This means that people are good most of the time, or 
in most respects ; but if we make in the mam modify 
people, the sentence means that most people are good. 



4, 



5. 



lived 



Time 


1 


is 




i w 


not 


^misspent 


\^ lost. 




plan 




< — unbroken 






o 

Stj 


Vx> 




ite 


1:^ 














^' time 












To he is understood before broken. 



SEVENTH GRADE. 



101 



gaming 



knowledge 



Y, Life I is = mission 

L.tO 



9. 



Uo 



go 



3 

o corner 



reconquer 



God. 



world 



8. Men I are = men 



2. r prej 

c-t-' 



udice V to govern 



world. 



brain 



man I is — shorter 



he I is walking 

when 



X I X 



X 



rest. 



XIX- 



when 



than 



"A man is shorter when he is walking than he is short 
when he is at rest." At rest is an adjective phrase, 
modifying he, the understood subject; it expresses the 
condition of he. (See paragraph 1, page 267.) 



102 
10. 



TEACHERS MANUAL. 

interests | will be developed. 



or 

sooner 



later 



coal 



metals ^ 



I are found 



11. 



There 



schools I are 



some 



course | 


provides 


1 whose 




>-ta 

^- study- 




little 



but 



There is simply an expletive, and should not be con- 
nected with the sentence. 



12. 



is dead. 



faith I is lost 
I When 



honor 



dies 



when 



13. 



trifles 



that 
make 





perfection | i 


p 


perfection 




P- ths 
is = 


It 
trifle. 


X 


recollect 













ISTotice that and that should not be taken together, 



SEVENTH GEADE. 



103 



'And connects the two noun clauses, and that introduces 
the second noun clause. 
14. There 

tide I is 



^ affairs 



which 1 leads 




V taken on 


C+ 




PB 


fortune. 



flood 



This simply asserts the existence of a certain tide. If 
the phrase, in ajfairs, modifies is^ the existence of the tide 
is assumed, and we assert its locality. 

15. 



16. 





■ 




slept 




that 


^ 1. 




^ dreamed 


life 1 


was = Beauty 


















1 






i ^ 


woke 




that 


I 1 : 




p 

3 

^ found 




life 1 


was = Duty. 


















ot understood is the 
He 1 


connective, 
hath 








id i 


: P 
: 3 

i ^ 
\ meet 




friend 


who 1 has 






V to spare 




friends 








a thousai 








he 1 shall i 








everywhere 


him 


who 1 ha 


1 en 


emy 







104 



TEACHEKS MANUAL. 



A thousand slioiild be taken together as one adjective. 
(See paragrapli 4, page 219.) 

Not modifies a, or not a can be taken together, modify- 
ing friend. 

V To live 

^ hearts 



18. 



we I leave 



behind 



X 



L to d 



not 



The object of leave is a relative pronoun understood. 
19. man | will speak 



The 



truly 



one I will 



observe 



he I speaks. 



how 



20. Her is objective attribute, and agrees in case with 
him. 



21. 


Try 


V to care 


X 1 






o 






^ that 











that (what = that which) 



which I is — best 



thought 



^ action. 



LESSOIT LXVI. 

1. Correct. 

2. My! doesn't that deer know how to run! 



SEVENTH GRADE. 



106 



Don't is a contraction of do not. 

3. Two weeks' vacation is too mucli. 

4. There are a man and a woman on the bridge, 

5. This kind of people will never succeed. 

6. Have you any children's new shoes ? or, Have you 
any new shoes for children ? 

7. This child is really sick. 

Real is an adjective, but an adverb is required to 
modify the adjective, sick. 

8. Whom will you vote for? 

9. Correct. Him is the object of have known. 

10. Who do you think was with me? 

11. Correct. 

12. Many a captain, with all the crew, has been lost 
at sea. 

The verb is singular, to agree with its subject, caytain. 
- 13. Correct. Others is the subject of appear. 

14. I intended to go yesterday. 
Ko one can intend to have gone. 

15. This is in accordance with my plans. 

16. Milton is more sublime than any of the other poets. 

17. This opinion never has prevailed, and never can. 

18. It has not only beauty, but utility. 

19. We saw a man with a Koman nose digging a well. 

20. He seems to have the esteem of all men. 
Universal is unnecessary, because it means the same as 

the phrase, of all men. 

21. Correct. 

22. Correct. Plenty is the subject. 

23. ISTeither the army nor the navy was represented. 

24. Two of the boys have swum, ashore. 



106 teachers' manual. 

Swam is the past tense, and should not be used with 
the auxiliary. 
. 25. Ought we not to go ? 

26. The farmer went to his neighbor and said, " My 
cattle are in your field" ; or, "Your cattle are in my field." 

27. Has the second bell rung? 

28. He owned an old house and a new house. 

29. Correct. Governor is understood after the word old. 

30. Correct. 

31. When shall we three meet again? 

32. Better, The Nile is the longest river in Africa. 

EESSOIT LXVII. 
Pakagrapii 5. 

1. "My brave men," the general said, "charge for the 
guns !" 

2. London, the largest city in the world, is in England. 

3. Paris, which is situated on the Seine, is the capital 
of France. 

4. No comma is needed in this sentence, because the 
parts are closely connected. 

5. Maize, which is another name for Indian corn, grows 
in America. 

6. The minstrel sang a song, played a tune, and danced 

a jig. 

T. No, no, no, you cannot go. 

8. A youth, a boy, or a mere child could answer that 
question. 

9. No comma needed. 

10. My friend, will you give me a dollar ? 



SEVENTH GRADE. 



107 



Paeageaph 6. 
2. This sentence may be punctuated thus : "Joseph, my 
uncle is a sailor." What does it mean now ? 

Paeageaph 8. 

1. ISTo punctuation needed. 

2. Saylor, the superintendent, has charge of the schools 
of Lincoln. 

3. No punctuation needed. 

4. Tennyson, the poet, wrote "In Memoriam." 

5. Bryant, the American poet, wrote "Thanatopsis." 

Paeageaph 10. — Mary, Helen and Julia have gone. 
This means that the speaker addresses Mary, and tells 
her that Helen and Julia have gone. 
Mary, Helen, and Julia have gone. 
This means that the three girls have gone. 

SENTENCES FOR ANALYSIS OR DIAGRAMMING. 

1. To send me away for a whole year — me, who had 
never crept from under the parental wing — was a startling 
idea. 

(Use from under as a compound preposition.) 

2. This, and other measures of precaution, I took. 

3. Fashion does not often caress the great, hut the 
children of the great. (Make a compound sentence.) 

4. Anger compels a man to say anything. 

5. They do not wish to be lovely, but to be loved. 

6. A merciless oppressor hast thou been. 

7. She told the questioner part of the truth. 

8. That night, in the quiet village, six children sat by 
a peat fire, expecting the return of their parents. 



108 TEACHEKS' MANUAL. 

9. Our life is March weather, savage and serene in 
one hour, 

10. I will try to keep from failing. 

11. To be hurried away by every event, is to have no 
political system at all. (At all modifies no.) 

12. At times the black volume of clouds overhead seemed 
rent asunder by flashes of lightning. {Overhead is an ad- 
jective, modifying clouds.) 

13. Must we in all things look for the lioiv, and the why, 
and the wherefore? 

14. I felt that I breathed an atmosphere of sorrow. 

15. But the fact is, I was napping. 

16. There were passages that reminded me of old times. 
IT. Shaking off from my spirit what must have been 

a dream, I scanned more narrowly the aspect of the build- 
ing. (Ojf is an adverb.) 

18. Whether she said the word is uncertain. (Whether 
is introductory.) 

19. There is but one thing of which I am afraid, and 
that is fear. 

20. Censure is the tax a man pays to the public for 
being eminent. 

21. I know a spot where the wild vines creep, 

22. We should be as careful of our words as of our 
actions. 

23. Her air, her manners, all who saw admired. 

24. I count this thing to be grandly true, that a noble 
deed is a step toward God. 

25. That writer does the most, who gives his reader 
the most knowledge and takes from him the least time. 

26. He ordered the boy to go at once. 



SEVENTH GRADE. 



109 



27. Where Moses was buried has never been discovered. 

28. Believing that the earth is round, he sailed 
around it. 

29. I would not enter on my list of friends the man 
who needlessly sets foot upon a worm. 

30. As I passed by, I heard the complaints of the labor- 
ers who had reaped down his fields, and the cries of the 
poor whose covering he had taken away. 

ADDITIONAL SENTENCES FOR DRILL IN SELECTING 
THE CORRECT WORD OR FORM. 

Of the two words in each parenthesis of these sen- 
tences, the correct one is printed in italic. When you 
give the sentences to the pupils, you can give them both 
words and let them decide, or you can leave the paren- 
thesis blank. 

1. No one but (he, him) should be about the king. 

2. (Who, ■whom) did you say you met this morning? 

3. I saw the man (luho, whom) they thought was dead. 

4. I saw the man (who,. ty/iom) they thought to be dead. 

5. I saw Mrs. Hunter to-day, (she, her) that was Miss 
Brown. 

6. Will you condemn those (ivho, whom) you know are 
right ? 

Y. He is a man (ivho, whom) I think will decide justly. 

8. It is not I, but (he, him) you should blame. 
(The object of hlame is a relative understood.) 

9. Will you permit my friend and (I, me) to call upon 
you? 

10. ISTot one of the entire company could write (Jiis^ 
their) own name. 



110 teachers' manual, 

11. Wlien lie met friend or foe, lie always treated (Jiim, 
them) kindly. 

12. {This, these) kind of beads {is, are) greatly prized 
by the Indians. 

13. A succession of failures {has, have) discouraged 
them. 

14. ]^o opposition, no fate, no destiny, (interfere, in- 
terferes) with the resolve of a brave soul. 

15. Quality and not quantity (is, are) to be desired. 

16. He expected {to receive, io have received) the ap- 
pointment. 

17. She says that she knows {who, whom) I thought 
it was. 

18. She says that she knows (who, whom) I thought 
it to be. 

19. She says that she knows {ivho, whom) it was thought 
to be. 

20. ISTobody was there but my friend and (I, me). 

21. It seemed strange to such people as {they, them). 

22. Boys, let every one of ^ou take {his, your) place. 

23. Either John or his friends offered (his, their) 
assistance. 

(The pronoun agrees with the nearer antecedent.) 

24. There (has, have) been several men lost here. 

25. This house, as well as these other two, {was^ were) 
built long ago. 

26. Why (don't doesn't) he answer? 

27. (Had he ought, ought he) to go ? 

28. This and that house {belong, belongs) to him. 

29. 'Not his barns, but his house {was, were) destroyed. 

30. Is it I or he (whom, that) you wish to see? 



SEVENTH GRADE. HI 

TOPICS FOR COMPOSITION WORK. 

Pupils should have an outline before writing the com- 
position. If necessary, assist them in making the outline. 

Use topics from the various studies of the pupils, as 
suggested in Gkade Six. 

1. You have just returned from visiting a friend in a 
large city. Write a letter to him, telling of your arrival 
home, how you found things at home, how pleasant your 
visit was, and urging him to return the visit. 

2. Write a letter to a friend, describing a visit to Paris. 

3. Write a letter describing a voyage up the Amazon. 

4. Write a letter telling about a tour in the Alps. 

5. Write a letter telling about a tour in Ireland. 

6. Write a letter describing a bicycle tour through the 
country districts of England. 

7. You have just entered Harvard College. Write a 
letter to your parents telling them of your journey, your 
reception by the faculty and students, and how you felt 
among so many strangers. Give a description of your 
room and room-mate, and tell what you intend to do. 

8. Write an essay on "House-Cleaning." 

9. Give a description of "Moving Time." 

10. Describe a fire, real or imaginary. 

11. Describe a "Winter Trip to Florida." 

12. Describe some factory that you have visited. 

13. Give a description of "My Ideal Boy." 

14. Give a description of "My Ideal Girl." 

15. Give a description of "My Ideal School." 

16. Write a composition on "The Evils of Examina- 
tions." 



112 TEACPIEKS' MANUAL. 

17, Write an article for a newspaper, describing a con- 
cert or lecture that you liave heard. 
The following" need no outlines : 

1. Write as short a telegram as possible, telling a friend 
that jou have a chance to secure a situation, and asking 
him to send recommendations at once. 

2. Write as short a telegram as possible, telling a friend 
that you will not arrive at the expected time, because jour 
train has been delayed by snow-drifts and that you have 
missed connection. 

3. Write an application for a position in a store, stating 
your qualifications, experience, efforts to please, and salary 
desired. 

4. You have just heard that a teacher is wanted in a 
certain school. Write an application for the position. 

The number of such exercises can easily be increased. 



EIGHTH GEADE. 



LESSON ni. 

Altlioiigh our text-books usually say very little about 
the different varieties of compound and complex sentences, 
their careful study will produce excellent results. 

It is well known that one of the greatest difficulties 
pupils have in composition work is the proper connecting 
or combining of their sentences. Many pupils seem to 
have but little ability to discriminate between connectives. 
It is confidently believed that a careful study of this and 
the next lesson will give pupils a clearer idea of the force 
of these little words, and increased skill in their use. 

ISTotice that the terms complex-compound and compound- 
complex are not used in this book. 

Paeageaph 3. — Teachers, make a careful study of this 
subject before attempting to pass judgment on the work 
.done by the pupils in this paragraph. 

LESSON VIL 
Paeageaph 12. 

1. Boys is a noun, common; neuter, third, singular; 
objective, in apposition with word. 

2. She is a noun, common; neuter, third, singular; 
nominative, subject of the verb is. 

3. DuJce of Marlborough is a noun, proper; neuter, 

third, singular ; nominative, in predicate with is. 
—8 . { 113 ) 



114 teachers' manual. 

4. Now is a noun, common ; neuter, third, singular ; 
nominative, in predicate with is. 

5. Buts and ands are both nouns, common; neuter, 
third, plural; objective, object of contains. 

LESSOR VIIL 

Paragraph 1. — While this is the usual definition for 
case, there are some who object to it and who say that 
case is the form of the word, and not its office in the sen- 
tence. As nouns have the same form for the nominative 
and the objective, these j)ersons say that nouns have only 
the possessive case. They assert that case in the classic 
languages is a form of the noun, and that the same is true 
in English. 

I cannot agree with this assertion. While it is true 
that most nouns in the classic languages have different 
forms for the different cases, there is always a power 
behind the form that controls the form, and that power 
is the office of the word in the sentence. Before a writer in 
those languages can decide what form a noun should have 
in any sentence, he must determine its office in that sen- 
tence. Therefore the real case is the office of the word, 
not its form. When there are different forms for the 
different cases (as in pronouns), the office and the form 
must agree. 

In such a sentence as "Him is a pronoun," him is in 
the nominative case. But in this sentence, him is a 
noun, not a pronoun. 

Paragraph 5. — l^otice the explanation given for the 
nominative absolute. In " The teacher, being sick, went 
home," teacher is not in the nominative absolute, because 



EIGHTH GRADE. 



116 



it is the subject of ive^it; but in "The teacher being sick, 
school was dismissed," teacher is in the nominative abso- 
lute. 

Paragraph 7. 

3. In such sentences as ''I want to be President," it 
is not necessary to supply a subject (me or myself) for 
to be, because it is plainly understood that I, the subject 
of the proposition, is the subject of the infinitive. Presi- 
dent is in the nominative case to agree with I. But in 
"To be right is better than to be President," the subject 
of the first verb is the plirase, to he right, and the subject 
of the second verb (is understood) is the phrase, to be 
President. ISTow these phrases can not possibly be the 
subjects of the infinitives, because we should then have 
an infinitive used as the subject of itself; therefore, we 
must supply subjects. Right is an adjective modifying 
the understood objective subject of the first to be, and 
Preside7it is in the objective case to agree with the under- 
stood objective subject of the second to be. 

Paragraph 9. — JSTotice the explanation in regard to 
the second sentence. I confess that it seems very strange 
to say that hindness is nominative in apposition with a 
clause that does not have case. I can give no authority in 
support of my disposition of this word, because, as far 
as I know, no other author has said anything about such 
sentences. The construction is peculiar, and not many 
such sentences are found. 

Paragraph 10. 

1. Pilgrim Fathers is in the nominative by pleonasm. 

2. Lord is in the nominative by exclamation. 

3. Mr. President is in the nominative by direct address. 



116 



TEACHERS MANUAL. 



4. Dryden is in the nominative by subscription. 

5. Lo7'd is in the nominative by pleonasm. 

6. Joy and happiness' are in the nominative by excla- 
mation. 

7. Meeting is . in the nominative absolute. 

LESSON IX. 

Although" illustrations of each sentence called for in 
this paragraph can be found on the preceding pages, I 
shall give one more example of each. 

1. To return good for evil, a difficult task, is enjoined 
upon us. 

2. That my friend should succeed, an unexpected event, 
was very gratifying to me. 

3. This labor, digging for coal, is very tiresome. 

4. The precept, ^'Learn to labor and to wait," is an 
old one. 

5. I wanted the teacher to be him. 

6. Mr. Roberts, can you give me change for a five-dollar 
bill ? 

7. O Liberty ! what crimes have been committed in thy 
name ! 

8. The prisoner, what did he say ? 

9. Three removes are as bad as a fire. — Poor Richard. 

10. Governor Leedy having gone to Ohio, the lieutenant- 
governor acted as governor. 

11. She becoming weaker every day, her friends took 
her to the mountains for her health. 

12. General Bolivar was called the Washington of 
South America. 

13. The anarchist killed Humbert, king of Italy. 



EIGHTH GRADE. 



117 



14. Guiteau, the assassin's, crime was great. 
It would be better to say, " The crime of Guiteau, the 
assassin/' etc. 

LESSO:^ X. 

Parageaph 3. — ISTotice the questions under the third 
sentence. Both sentences may be correct. The first means, 
"I am surprised at ^oit," making you the object of the 
preposition, and studying a participle with the construc- 
tion of an adjective modifying you. In the second sen- 
tence, studying is the object of the preposition, and is the 
important word in the phrase. 

The difference in meaning will be plainer if we take 
the first sentence given in this paragraph. "I am opposed 
to the gentleman speaking again" means that I am op- 
posed to that particular gentleman who is speaking again. 
"I am opposed to the gentleman's speaking again" does 
not mean that I am opposed to him personally, but that 
I am opposed to his speaking again. 

LESSOR XL 

]^otice the sub-classes of common nouns. Every common 
noun is an abstract, a collective, or a class noun. The 
other two classes — verbal and diminutive — are names ap- 
plied to special classes by some authors. 

The classification of the parts of speech, as given in 
this book, is logical; that is, ''The sum of the parts is 
equal to the whole." All the abstract, collective, and class 
nouns combined will equal all the common nouns. 

It is only just to say that very few grammarians give a 
logical classification of the parts of speech. Examine the 



118 TEACHEES' MANUAL. 

classifications most frequently given, and form your own 
conclusions. 

LESSOI^ XIL 
Paeageaph 2. — Pronouns can be used in all of the 
constructions of paragraph 1 except d, e, and li in the 
nominative, h in the possessive, and d in the objective. 

LESSON XIII. 
Paeageaph 3. 

o forefathers | sleep. , 



Each 



V X laid 



forever 



3 cell 



Each is an adjective pronoun, in the nominative abso- 
lute. Being is understood before laid. 

3^ general | began 

cam paign. 
Spring ' 

\ coming 
A Ye ( peaks ) 



everlasting 



am 



■$^ I again. 

■rt-' I 

►^ Ol 



you 



Once again means about the same as once more. 

g He I looked = sachem 

^ yyrapt. 



blanket 



EIGHTH GEADE, 



119 



Do not supply like before sachem. He looked a sa- 
chem = lie seemed a sachem. Wrapt in a red blanket 
may modify sachem. 

Why I hath 

wherefore. 



6. 



Why and luherefore are common nouns. 
/T boast 



1 . ■ 


The 


o 

^ heraldry 




X 
pomp 




the 


o 

"*' power g 




all 


beauty | X 








that ^ 




all 


wealth 1 gave 






1 e'er 


_t^ 


lat 



await 



alike 



hour 



the 



inevitable- 



paths 1 


lead 




1 the 


^ glory 


° grave. 






/ 

but 


the 







These are two independent sentences, but a conjunction 
(and, for, or because) may be supplied. But modifies the 
phrase, to the grave. 

In some editions of Gray, the verb await is singular 
(awaits). This will make hour the subject, and the mean- 
ing will be, " The inevitable hour [death] awaits the boast 
of heraldry," etc. 



He 



was driven 



exile 



o 

g land. 



no 



teachers' manual 



Passive verbs frequently take a predicate noun after 
them. 

He (himself) | must strike 

blow. 



9. 



who I would be — free 



Who = whoever = he who. 

For the case of hloiv, see bottom of page 197. 

-^Q that 

I I have 



sailor | knows 



ships (sport) 



sailors | pity 



f winds 



11. 



many | live = 



peasants. 



one I lives 



king 



Where 



12. 



that 



1 1 


know 








nothing 




) 




o 

'^ whereabouts. 


it ( 




I 1 M'ish 


V 


^to 


be understood 



"That I know nothing of his whereabouts" is a noun 
clause, objective case, in apposition with it. 



EIGHTH ( 
shape 


iUA 


DE. 




execrable 




thou 1 art 


whence 


: : P 
:: 3 
.■: P^ 

X I liX 




what 



121 



13. 



I believe that whence is an adjective. It does not mean, 
" From what place did jou come ? " but rather, " What 
kind of being are you ? " When jou say, " He is from 
England," do yon mean to tell where he came from, or 
that he is an Englishman ? 

Since art is followed by an adjective and nonn both, we 
can indicate this in the diagram only by expanding into a 
compound sentence. 

16. He I did 

I it 



sake 



Herodias's (wife) 



brother (Philip's) 



his 



ISTotice that wife and brother are in the possessive case, 
although they do not have the sign of possession. 



LESSON xiy. 

Paeageaph 11. — When the former and the latter are 
used as adjective pronouns, the two words should be parsed 
together ; but when the understood word is supplied, each 
word is a simple adjective. In "The former statement 
is true, the latter statement is false," the and former are 
both adjectives, modifying statement. In "The former is 
true, the latter is false," the former is an adjective pro- 



122 



TEACHERS MANUAL, 



noun, neuter, third, singular, to agree with its antecedent, 
statement understood; nominative, subject of is. 

Paeageaph 14. — Study the explanation very carefully. 

Paeageaph 15. 

1. Mi7ie is a possessive pronoun, objective case. 

2. Yours is a possessive pronoun, nominative case. 

3. Ou7's is a possessive pronoun, nominative case. 

4. Henry's is a proper noun, objective case, object of 
the preposition of. 

5. Hers is a possessive pronoun, objective case, object 
of saved. 

LESSON XV. 

-, -r> J. • ,. Paeageaph 4. 

1. Kestrictive. 

2. ISTot restrictive.. 

3. Restrictive. 

4. ]^ot restrictive. 

5. Restrictive. 

6. Restrictive. 

7. Restrictive. 

Paeageaph 5. 

1. He was the first that entered. 

We use that after the words all* very^ and same, and 
after an adjective in the superlative degree. First may 
be considered a superlative. 

2. This is the same story that we read before. 

4. Was it you or the wind that shut the door? 

5. All that I have is thine. 

6. Yesterday I met an old friend, whom I failed to 
recognize. 

*When all refers to persons, it Is not always followed by that. 



EIGHTH GRADE. 



123 



The use of the comma after friend indicates that the 
clause is not restrictive. The meaning is that I met but 
one old friend, and that I failed to recognize him. 

T. Yesterday I met an old friend that I failed to recog- 
nize. 

The omission of the comma indicates that the clause is 
restrictive. The meaning is that I may have met several 
old friends, but I met only one that I did not recognize. 

8. He sold his bay horse, which had been given to him. 
The relative clause is not restrictive. He had but one 

bay horse. The hearers did not -know that he sold the 
horse, nor did they know that the horse had been given 
to him. The speaker gave information in both clauses. 

9. He sold the bay horse that had been given to him. 
The clause is restrictive. The meaning of the sentence 

is that the owner had several bay horses and that one had 
been given to him. The hearers knew which horse was 
given to him, but they did not know that^the owner had 
sold that horse. The speaker, then, gave information in 
only one clause. 

LESSOR XVI. 

Paeagraph 1. 

1. I love such as love me. 
As is the subject of love. 

2. Tears, such as angels weep, burst forth. 
As is the object of weep. 

3. I shall not learn my duty from such as he (is). 
As is nominative, in predicate with is. 

4. The first as is an adverb of degree. (The modifier 
of an adjective pronoun is an adverb.) The second as is 
a relative pronoun, subject of were called. 



124 



TEACHERS MANUAL. 



Pakageaph 3. 

1. Where breathes the foe but falls before us ? 
But is the subject of falls. 

2. There is not a man here but knows it. 
But is the subject of hnows. 

3. There is no wind but soweth seeds of a better life. 
But is the subject of soweth. 

Paragraph 4. 

1. All the wealth he had ran in his veins. 
The understood relative is the object of had. 

2. Men will reap the things they sow. 
The relative is the object of sow. 

3. Let not harsh words mar the good we might do here. 
The relative is the object of might do. 

4. Take the goods the gods provide thee. 
The relative is the object of provide. 

5. The orator we heard is from Kentucky. 
The relative is the object of heard. 

Paragraph 5. 

1. (He) who steals my purse steals trash. 

2. (They) whom the gods love die young, 

3. Let him be (the person) who he may (be)^ 

Paragraph 8. 

1. Select whomsoever you wish (to select). 

Use the objective form, because in the subordinate 
clause it is the object of to select understood. 

2. Give it to wdioever wants it. 

Use the nominative form, because its office in the sub- 
ordinate clause is the subject of wants. The understood 
antecedent is the object of to. 



EIGHTH GRADE. 



125 



3. Whoever lives long will find trouble. 

Use the nominative form, because it is the subject of 
lives in the dependent clause. 

4. The prize is for whoever wins it. 

Use the nominative form, because it is the subject of 
IV ins in the subordinate clause. 

LESSOI^ XVIII. 

Paragraph 2. 

1. It is I that is standing here. 

2. It is thej that was responsible. 

The sentences as written above are logically correct, 
but good usage recognizes the predicate nominative as 
the antecedent of that. This will change, is to am^ and 
ivas to were. 

Paragraph 5. ~ 

1. Neither of us is willing to give up his claim. 

The antecedent of his is one, understood after neither. 

If two of us have the claim in partnership, the sentence 
should read, " JSTeither of us is willing ^ to give up our 
claim." 

2. John and I have our lessons. 

3. John and you have your lessons. 

Your is plural, because it agrees with John and you 
taken together, 

4. Each member of this class must have his own book. 

5. Two or three of us have finished their work. 
Their agrees with persons understood. 

6. The mother, as well as the father, must do her part. 
The antecedent of her is mother. 



126 



TEACHEES MANUAL. 



7. If jou should find mj horse or cow, please bring it 
to me. 

Use the singular pronoun, because the two antecedents 
are singular and are taken separately. Use the neuter 
form, because it can be correctly ai^plied to both horse 
and cow. 

8. He and I love our parents. 

9. Poverty and wealth has each its own temptations. 

10. Neither the judge nor the jurors were unprejudiced 
in their opinion. 

11. Will either of you boys lend me his knife? 
The antecedent of his is one understood. 

12. Each one of us has his faults. 

13. Every one of you should bring his own book. 

14. She laughs like one out of his right mind. 
This means that she laughs like any person, male or 

female, out of his right mind. If the sentence means that 
she laughs like a M^oman out of her right mind, the blank 
should be filled by lie7\ 

The phrase, out of his right mind, is an adjective, modi- 
fying one. Out of is a compound preposition. 

LESSON XIX. 
Paeageaph 1. 

1. This is the friend that I love. 

2. Correct. Has done is third person to agree with 
ivho, and who agrees with Tnan. Some would use that 
instead of who. 

3. Take that book, which I left on the table, to the 
library. 

The relative clause is not restrictive, because the ad- 



EIGHTH GRADE. 



127 



jective that definitely points out which book is meant. 
If that is changed to the, the sentence should read, " Take 
the book that I left on the table to the library." The 
clause must be restrictive now, because there is nothing 
else to point out definitely which book is meant. 

4. There was a bird that was web-footed caught by the 
fox. 

5. The prisoner, who committed the crime, was sen- 
tenced by the judge. 

If the hearers knew that the prisoner committed the 
crime, the clause, should be restrictive, and that should 
be used instead of luho. As I have corrected the sentence, 
it means that the speaker gives information in both clauses. 

6. Correct. 

7. Jamestown was the first permanent settlement that 
was made in the United States by the English. 

Paeageaph 2. 

1. Whom will you select for secretary ? 
Whom is the object of will select. 

Let him be who he may (be), 

2. him 



X I let 



\ ^ X be = X 

he I may X = who 



The complete sentence is, " You let him to be the person 
who he may be." Person is an objective attribute, agree- 
ing with him. 

Some may think that whom is the correct form, because 
it may be used after {to) he — /lim to he ivhom. From an 
examination of the diagram we see that this would locate 



128 



TEACHERS MANUAL,. 



the relative in the principal olanse, but we have already 
-learned that a relative is always in the subordinate clause. 
3. Correct. Who is the subject of luas. 
gentleman | entered 

who I was = governor 



I I learned 



It may seem that who is in a noun clause, thus contra- 
dicting the statement previously made, that a relative 
pronoun is always in an adjective clause. ''Who was 
governor," is a noun clause, the object of learned, but 
the entire clause, "Who I afterwards learned was gov- 
ernor," is an adjective clause. 

4. A gentleman entered whom I afterwards found out 
to be the governor of the state. 

I gentleman | entered 

governor 



found out 



\ ^ to be = whom 



Found out is a compound verb, meaning about the same 
as learned. 

5. Whom shall I go to ? 
Whom is the object of to. 

6. Her who studies the teacher will commend. 
The teacher will commend her who studies. 

Y. Give the letter to Henry, him who is standing by 
the gate. 

Him is in apposition with Henry. 



EIGHTH GEADEo 



129 



8. I refer to ISTewton, him who discovered the law of 
>'ravitation. 

Him is in apposition with Newton. 

9. Correct 

it I was = who 



You I may guess 



Who is an interrogative pronoiino 

10, Correct. 

they I elected 



You I may guess 



whom 



WJiom is an interrogative pronoun. 
11. Who did jou saj was chosen ? 

Who I was chosen ? 



you I did say 



12. Gentle reader, let you and me walk in the paths of 
virtue. 

you 



X 



let 



3: 



X walk 



13. I do not think such persons as he (is) competent 
to judge. 

As h a relative pronoun, nominative, in predicate 
with is. 

14. All, save me, were pleased. 
Save is a preposition. 



130 



TEACHEES MANUAL. 



15. Tell me, in confidence, who is she you love. 
she I is = who 
tell 



X 



X 



you 



love. 



X 



Me is the object of a preposition understood. Some 
would call me the indirect object of tell. An understood 
relative is the object of love. 

LESSON XX. 
Paeageaph 1. 



He I granted 



request 



( act ) 



esteem 



him. 



which 



I have attempted to make a diagram that will indicate 
that act is in apposition with the clause. 

I would call act in the nominative case, although the 
clause is not in the nominative case, because it is not a 
noun clause. This construction is peculiar and occurs 
but seldom. 

2. _H^ 

he 1 shall hear 



that i formed 



He is in the nominative by pleonasm. 



EIGHTH GKADE. 
anger | rvished 



131 



next 
eyes 3 fire 


V (being) — 





Eyes is in the nominative absolute. On fire is an ad- 
jective phrase, describing the condition of the eyes; 



him 



X I let 



^Z 



Whosoever i will X 



This sentence is not strictly correct, because a com- 
pound relative is used and its antecedent is expressed. 



6. 

governor | selects 



X I shall receive 



Whomsoever 



appointment. 



Whomsoever = he whom. 



7. 



X 



Give 



prize 



X 



you i deem 



virhomsoever 



V X X — worthy. 



Whomsoever is the objective subject of to he understood. 



132 



TEACHEIRS MANUAL. 



1. soul 



lesso:n XXL 

is = that 



which 



chooses 





x: 

it 


: ^ 
■ <V 


right 




: p 

: CO 
: CD 

is 


— right. 




X 






not 


^ 


X 


_ 




- gain 




: O 

I glory 



All 



prize 



most I that 



they I do possess. 



not 



(what = that which) 



which 



man | is — happy 



who I has mastered 





X 


narnely 




( problem ) 


the 


most 
difficult 


o 
problems 








life's 



\livin 



and 
wisely 



well. 



Problem understood is the object of has mastered, 
4. We I teach 







much (influence) 






1 


NQ i are teaching 






when not 


P5 










all. 



EIGHTH GRADE. 



133 



The use of tlie colon after all indicates that influence 
is in apposition with much, and I have so placed it in 
the diagram. However, there is good reason for saying 
that influence is the object of a preposition understood : 
we do not teach influence, but we teach by influence. The 
phrase, hy\ influence, modifies the verb in the principal 
clause. 



X 



nearly 



Do 



be 



that 
that H " 



X I lieth 



you 



pupils 



you I would have 



do 



which 



'^ be = which r •^ 



It understood is the subject of lieth. The words that 
and luhich are repeated in the diagram, because each one 
is the object of one verb, and in the predicate with an- 
other. Notice the joining of each pair before connecting 
the relative with its antecedent. 

6. 



Education 


1 is 


= debt 


present | owes 








O 


X 






gene 


rations. 



The connective is an understood relative. 
7. exercise [ gives 



law I is 



development 



134 



TEACHERS MANUAL, 

I I would be — right 



rather 



X I X X — wrong 



X 



than 



S- many. 



? few 



I would he is understood in the subordinate clause, 
l^otice that rather- is the comparative of rathe, an obsolete 
positive. Remember that when the comparative is followed 
bj tharij the positive of the same word, expressed or under- 
stood, will be found in the subordinate clause. 

Than modifies rathe understood. 

9. This is not a sentence. Friendship is in the nomi- 
native by exclamation, and cement, siveetener, and solder 
are in apposition with it. 



10. 



11. 



mind | is = kingdom 



There 





nothing 


1 is 






great 


^ man ; j 


3 earth 








nothing 


w 

there : : 

1 is n 




great 


^ mmd. 


^ man 













And can be supplied as the connective between the two 
members. 



12. 



EIGHTH GEADE. 
that 



135 





statue 1 lies - 


V buried 




- 




Aristotle | 


tells 




5' block 












^ us 

















The plirase in block may modify either lies or buried, 
or it may modify lies buried. 



13. 



14. 





man | has i 


that 
irrived. 




th 
I 1 he 


at 1 
ard 


1 that 
was expected 












wealth 1 accumulat 


land (prey) | 


fares 


es 




o 
ills 


111 


ji P 


where 


1 hastening 


:! tS 










men | decay. 








X 













Another where is understood. 
15. man | is — Blessed 



God I is = Lord. 

whose 



136 



TEACHEES MANUAL. 



1. 



LESSO^T XXII. 
Paeagkaph 1. 

him 



X I 


Let 




:V X boast 
tiiat 1 puts 


- 




: 1 not 




^ 




on 


armor 




i ^ 
\ X 






him 


< X 
takes 




X 1 : 




tiiat 1 


- 








^ 


1 off. 


it 













He slioiilcl be changed to him, because it is the objective 
subject of the infinitive to hoast understood. 

ISTotice that in the diagram the predicate is repeated, 
making a complex sentence. This is necessary because let, 
as governing the first object, is modified by not, but as 
governing the second object it is not so modified. In " iTe 
does not study grammar, but arithmetic," we can not say 
that grammar and arithmetic are both the objects of does 
study expressed, but we must supply another does study, 
making a compound sentence. "He does not study gram- 
mar, but he does study arithmetic." 

2. Correct. No modifies a preceding remark made by 
the child. (Seeparagraj)h 11, page 253.) 

child 





't 


my 
1 was 


- 


war 






• i p not 


5' 




neighbors | 


:: PL 

abhor. 






1 kills 




all 


his 




him 










that 












man 



EIGHTH GRADE. 



137 



3. Let none touch it but them who are clean, 
none 









cr V X touch 






^ them 


it 


X 1 Let 




wiio I are — clean. 












4, Correct. 

He 1 is = man 


who 1 


^to be = you. 
was thought — 



The infinitive phrase has the construction of an adjec- 
tive, in the predicate. It may appear to some that the 
infinitive has an adverb construction, modifying was 
thought^ but it is certainly an adjective. ISTotice this 
sentence: "He was thought wise." All will agree that 
ivise is an adjective. "He was thought to be wase." 
]^ow the i3hrase is the predicate adjective. 

5. Correct. Who agrees in case with you. 

He I is = man 



you I were thought — 



V^ to be = who 



6. Correct. 



His I is = language 



heart. 



His is not usually classed as a possessive pronoun, but 
I can see no reason why it may not be a possessive pro- 
noun as well as hei^s or yours. If hei's is a possessive 
pronoun in "Hers is the language of the heart," certainly 
his is a possessive pronoun in this sentence, and is in the 



138 



TEACHEES MANUAL. 



nominative case. If we supply the word language, Ms 
becomes a personal pronoun in the possessive case. 

I suppose that the reason why authors do not call his 
a possessive pronoun is, because the form is not different 
from that of the personal j)ronoun in the possessive case. 
His is the possessive of he. Her is the form of the per- 
sonal pronoun in the possessive case, while hers is the form 
of the possessive pronoun. 

7. Correct. 

time I will come 

who I doubts 



it ( 



The clause is in the objective case, in apposition with it. 

8. Correct. 

that 



I I am — innocent. 

it (I ) 



I I can make V X X clear 



X I Bring 



books 



as 1 will be needed. 



As is a relative pronoun. 

10. who I won 



people I do say 



place 



contest? 



LESSOR XXIII. 

Paeagkaphs 17 -AND 18. — Xotice that comparison ex- 
presses either an increase or a decrease of quality. To 



EIGHTH GEADE. 



139 



express decrease, adjectives are compared by less and least; 
as, good, less good, least good; generous, less generous, 
least generous. A recent author says that some adjectives 
denote decrease when not compared by less and least, and 
he gives small as an example. He says that small, smaller, 
smallest denotes a decrease of the quality. Let us see. 
When I say, " My house is smaller than yours," I mean 
that my house has less size than yours, is less than yours, 
but that it has more of the quality of smallness than yours. 
When I say, " My house is less small than yours," I mean 
that my house is larger than yours, and therefore it has 
less of the quality of smallness than yours. It is not the 
two houses we are comparing, but the degree of smallness 
belonging to the two houses. When we say small, smaller, 
smallest, the size decreases, but the amount of smallness 
increases. When we say small, less small, least small, the 
size increases, but the amount of smallness decreases. 
Shall we not conclude that this recent author makes a 
mistake ? 

Paeagkaph 19. 

3. "A foot lighter, a step truer, ne'er trod tlie earth" 
is also correct. 

LESSOR XXIV. 

Paeageaph 3. — Some pupils will have trouble in dis- 
tinguishing between "a good old man" and "a good, old 
man." When I say to you, " He is a good old man," I 
take it for granted that you know he is an old man, and 
I add good to the idea expressed by old man; but if I say 
to you, " He is a good, old man," I take it for granted 
that you only know he is a man, and I add two modifica- 



140 teachers' manual. 

tions to the idea expressed by man. (See page 73 of this 
Manual. ) 

Paragraph 4.- — If in such expressions as "six thousand 
men/' we call thousand an adjective modifying men, we 
shall have six, a numeral adjective, modifying an adjective. 
For this reason many prefer to call thousatid a noun, modi- 
fied by the numeral six. 

The better jDlan is to parse the two words together as 
one adjective. 

Paragraph 5. — As stated in the explanation to this 
paragraph, I prefer to parse more joyful and most joyful 
together, but if the teacher prefers to parse more and most 
as adverbs, he has good authority to support him. 

LESSOR XXV. 
Paragraph 1. 

1. Washington was a better statesman than general. 
(See explanation under paragraph 1, page 219.) 

When analyzed or diagrammed the sentence becomes 
"Washington was a better statesman than he was a good 
general." 

I confess I do not like this method of supplying, but it 
seems to be the only way to dispose of the comparative 
degree and than. ' 

2. This man of all men is most to be pitied. 

To say, "this man of all others," is to say that this man 
is one of the other men. 

3. The Russian Empire is more extensive than any 
other nation on the globe (is extensive). 

4. Correct. The diagram is similar to that of the first 
sentence. 



EIGHTH GRADE. 



141 



5. The banner of che United States is a red, white, 
and bhie flag. 

Repeating the article would indicate that there are 
three flags. 

6. Fire is a better servant than master, 

7. A rosj-faced and a pale girl were seen sitting side 
by side. 

As the verb is plural and the expression "side by side" 
is used, we infer that there were two girls. To make the 
subject mean two girls, the article must be repeated. 

8. A rosy-faced and pale girl was seen in the company. 
Judging from the latter part of the sentence, there was 

but one girl ; therefore, the 'article should not be repeated. 
If it seems a contradiction to say "a rosy-faced and pale 
girl," we can repeat the article and make the verb plural. 

9. The pen is a mightier weapon than the sword (is a 
mighty weapon). 

10. He was such a criminal that few persons mourned 
his death. 

From the first part of the sentence we infer that the 
speaker wanted to say that very few mourned his death ; 
but to say a few means that more mourned his death 
than one would expect. 

He I was = criminal 
I suc h a 

rt- 
t^ 
P 
trt- 

few I mour ned 

death. 



Notice that such a are taken together. 
11. Although he was unpopular, yet he had a few 
friends. 



142 



TEACHERS MANUAL. 



He had more friends than jon would suppose, 
he I had 







t 

o 
d 

TO 


friends. 






a few 












CD 




he 


was - 


- unpopular 



Parse a few together. Use although yet as a strength- 
ened conjunction. 
12. Correct. 

her 
Grief | made V X X — insane. 



To he is understood. 

13. He was struck dead. 

Correct. Dead is an adjective in predicate. 

14. Correct. 

horses 
farmer 



keeps 



V X X 



fat 



Notice that the sentence is not, " The farmer keeps fat 
horses." The latter would be diagrammed thus : 



farmer 



keeps 



horses. 



15. 



I fat 
All I went — merry 



bell I X - X 



marriage 



All went merry as a marriage bell goes (or is) merry. 



EIGHTH GRADE. 



143 



ISTotice that merry is an adjective, not an adverb. 
-^Q hunter | was frightened 



badly 



he I turned — pale. 



17. 





is — 


f Great 


truth 


1 3 






i mighty 






o 

"^ things. 







LESSON XXYL 
Pakageaph 1. 



1. 







r 


Unheard 






: CD 
: a 


He (Wonderful) 


1 walks — 




X : CO 
: ® 

ears | are — dull 




the 




: S 


X 
earth 














are 


! done 




unseen 


deeds | 




icr 

: m 




g-Him. 


: en 
: CD 














eyes | are — dim 



2. Give him these memoranda. 
Memoranda is plural. 

3. Jacob loved Joseph more than all his other children. 

Jacob I loved 

I more Joseph 
X I X 



X 



children. 



than 



144 



TEACHERS MANUAL. 



4. This is a better furnished room than any other in 
the house (is a well-furnished room). 
This 1 is = room 



better furnished 



other ! X = X 



house. 



X X 



than 



5. ISToah and his family outlived all the other people 
that lived before the flood. 

As JSToah and his family lived before the flood, they 
could not outlive all the people that lived before the flood. 

6. The Civil War cost more men and money than any 
other war the United States had. 

' Civil war | cost 

■ U 



war 



X 



other 



U.S. I had. 



X 



z. I 



X 



X 



X 



than 



X 



X 



than 



money 



The location of more shows that it modifles both meri 
and money. "Any other war cost many men and much 
money." Cost is intransitive. Men and money are in 
the objective case without a governing word. Tlian is re- 
peated in the diagram, to show that it modifies both under- 
stood positives," man?/ and much. 

1. Correct. 

8. Correct. The object of Tcnoiv is that understood. 



EIGHTH GRADE. 



145 



9. She of all the girls ought to be the last to complain. 
She is one of the girls, but not one of the other girls. 

10. I saw not fewer than twenty soldiers yesterday. 
(Paragraph 11, page 221.) 

11. Omit a. 

12. He who is ungrateful has few friends. 

13. Although he has been rather unfortunate in biTsi- 
ness, he still has a few dollars. 

14. Correct. Sacrifice is the subject of is understood. 

15. Correct. 



V Praising 



that 



which I is lost 



makes 



remembrance 



l ^ X X — dear. 



I have considered is lost a passive verb, but lost may 
be an adjective in predicate. 

16. Correct. To he chosen has the construction of an 
adjective, in predicate with is. 

17. The navy of England is more powerful than that 
of any other nation (is powerful). 

18. Correct. 

LESSOI^ XXVIII. 

Paeageaph 4. — With every transitive verb, active or 

passive, these three things must be j)resent : An agent, or 

doer ; the verb expressing the action ; the person or thing 

receiving the act. 

In the active voice, the agent and the subject are repre- 
—10 



14:6 teachers' manual. 

sented by the same word. In "The fire destroyed the 
forest," the agent, or doer, is fire, which is also the subject. 
Forest represents the object that receives the action. 

In the passive voice, the receiver of the act and the 
subject are the same word. In ''The forest was destroyed 
by fire," the agent is still fire, and the receiver of the act is 
still forest, which is now the subject. 

We now see that although some object to the definition 
as given in this paragraph, it is strictly true. 

Paeageaph 6. — This definition might read, "A defect- 
ive verb is one that lacks one or more of its principal 
parts," but the definition given in the book is true, because 
a verb that lacks one or more of its principal parts can not 
be used in all the modes and tenses. 

Paeageaph 16. — Some pupils and teachers get the idea 
that because the verb he is classed as a copulative verb it 
is always incomplete, or, in other words, always requires 
a complement. This is not the case. When he simply 
denotes existence, it is a complete verb. In "There was 
a sound of revelry by night," was is a complete verb. 

LESSON XXIX. 

Paeageaph 4. — Carefully notice the explanation under 
this paragraph. You will observe that I say, " Intransitive 
verbs have the active voice." Some, who agree with the 
statement, would except the verb he, claiming that it has 
no voice. I would leave the statement just as it is, but if 
teachers prefer excepting he, it is the only verb that should 
be excepted. The copulatives hecome, seem, appear, etc., 
have the active voice. 



fcl 



eighth grade. 1^* 

Paragraph 6. 

2. Written and was read are both passive. 

3. Passive, imperative. 

4. Quiet is an adjective. 

5. Ought, active; to have been studying, active, pro- 
gressive form. 

6. To have studied, active. 

7. Passive. 

8. The infinitive is passive. 

9. Passive. 

10. (See discussion under preceding paragraph.) 

11. Having been sworji, passive, participle, past-perfect. 

12. Having sworn, active. 

13. Being completed, passive, participle, present. 

. 14. (See first part of explanation under paragraph 5.) 
15. I believe mottled and striped are adjectives, used 
in the predicate with luere. Some, however, will call were 
mottled and striped in the passive voice. 

LESSON XXX. 

Paragraph 3. — As stated in the book, some recent 
authors assert that there .is no potential mode, and call 
the forms with may, etc., potential forms of the indica- 
tive, or potential verb-phrases. I see no advantage in this 
method. It certainly does not make the study of the 
verb less difiicult. Nearly all English grammarians, from 
Lindley Murray down to the present, have used the po- 
tential mode, and I do not believe in changing old and 
well-established terms unless a decided advantage is to 
be gained by the change. 



148 teachers' manual. 

LESSON XXXL 

Paragraph 9. — In point of time, the present-perfect 
next precedes (is nearest to) the present, the past precedes 
the present-perfect, and the past-perfect precedes the past. 
It is incorrect to say, " I had gone, but I have returned," 
because the past-perfect is used as next preceding the 
present-perfect. 

Paragraph 11. — Drill jour pupils in forming the pro- 
gressive conjugation until they are familiar with its con- 
struction. 

The following is the synopsis of the verb choose: 

INDICATIVE MODE. 
( Bead across. ) 

I am choosing, I have been choosing. 

I was choosing, I had been choosing. 

I shall be choosing, I shall have been choosing. 

POTENTIAL MODE. 

I may be choosing, I may have been choosing. 

I might be choosing, I might have been choosing. 

SUBJUNCTIVE MODE. 

If I be choosing, If I were choosing. 

IMPERATIVE MODE. 

Be choosing. 

INFINITIVES. 

To be choosing, To have been choosing. 

PARTICIPLE. 

Past-perfect, having been choosing. 

Paragraph 12. — Give your pupils drill in writing the 
emphatic form of conjugation. The following is a 
synopsis : 



EIGHTH GRADE. 149 

INDICATIVE. 

I do clioosej I did chaose. 

SUBJUNCTIVE. 

If he do choose. 

IMPERATIVE. 

Active, do choose ; passive, do be chosen. 

LESSO]^ XXXIL 

Paragraph 1. 
■^ it I be known 



Be hnoivn is in the imperative mode, but is in the third 
person. (See paragraph 5, page 230.) 

Some would prefer the following diagram: 

_it 
X I X 



V X be known 



(You) let it (to) be known to all men. 

2. Corn is being gathered all over the country. 
The verb, is being gathered, is passive, progressive. 

3. I built three houses last year. 

The past tense should be used, because last year is fully 
past. 

4. I have built three houses this year. 

Use the present-perfect tense, because this year is not 
fully past. 

5. After we had visited Paris we returned to the United 
States. (See paragraph 9.) 

6. It was proved years ago that the air has weight. 



150 



TEACHERS MANUAL. 



Paeageaph 4. 
3. I might go, could go, would go, or should go. 

LESSOK XXXIII. 
Paeageaph 3. 
1, He I was taken care of. 



I well 
Was taken care of should be parsed together as one verb, 
actor I was looked at 



thousands 



Was looked at is a compound verb. 
3, 4, and 5. Was spoken to, was spoken of, and was 
trodden on, are compound verbs. 

Paeageaph 4. 

1. The first verb is subjunctive, present, and denotes 
future time. If the sentence means that he is not here 
now, but may be in the future, it is correct. If the sen- 
tence means that he may be here now (whether he is or 
not, being unknown) he should be changed to is. Is is 
indicative present, and means present time. The tenses of 
the indicative ynode always 7nean the time indicated by 
their names. 

2. Were, as used here, is subjunctive, past, but it de- 
notes present time. From an examination of the sentence, 
we know that past time was intended. Were should be 
ivas, indicative, past. 

3. As the time is present, was should be were, subjunc- 
tive. 

4. Correct. Present time is intended. 



EIGHTH GRADE. 



151 



5. It is better to consider stretches forth a conipoimd 
verb, having scepter for the object. jSTotice the change in 
meaning if we take stretch alone for the verb, and scepter 
for its object. 

6. Correct. He is but a hmdscape painter, and she is 
bnt a village maiden. But is an adjective in this sentence, 
or but a may be taken together. 

7. Correct. Stone walls do not make a prison, nor do 
iron bars make a cage. 

LESSOX XXXIV. 

Paragraph S. 

1. He knew who would betrav him. 

This is correct if the meaning is that he knew who 
willed to betrav him. But if the sentence means that h^ 
knew by whom it was destined that he should be betrayed, 
the sentence should read *'He knew who should betray 
him." X 

2. Whiit shall I do? 

3. When shall we finish this book? 

4.. I shall pay him to-day, if he should demand it. 

5. We shall be "pleased, if you will favor us. 

6. He was afraid that he would not succeed. 
T. It will probably rain to-day. 

8. Shall he be allowed to go on? 

This means that I do not think he ought to be allowed 
to go on ; but if the sentence is "Will he be allowed to 
go on ?'' the speaker is simply asking for information. 

9. If we should go to the concert, should we hear good 
singing ? 

10. Would that Crete were free ! 



152 teachers' manual. 

11. We shall (or sliould) then be obliged to give up. 

12. Shall I find you here when I return? 

13. I fear I shall be too late for the train. 

14. Shall (or should) he be censured for such conduct ? 

LESSOR XXXVI. 

1. ISTeither he nor you were there. 

The verb should be plural, to agree with you. 

2. Correct. The subject is two phrases taken separately. 

3. Eight horses are no part of twelve cows. 

The subject is not eight considered abstractly, but eight 
horses. 

4. Correct. The subject is eight, considered as a mere 
number. 

5. There were not a little tact and shrewdness in the 
transaction. 

There are two subjects, tact and shreivdness. 

6. Correct. 

7. He and his father too was on the lost steamer. 

The speaker's aim is to tell that the father was on the 
steamer; the hearers knew that he was on the steamer. 

8. He as well as his father was on the lost steamer. 
The speaker's aim is to tell that he was on the steamer ; 

the hearers knew that the father was on the steamer. 

9. Correct. The verb agrees with names, the nearer 
subject. 

10. Correct. The noun pupils is one of multitude. 

11. Three-fourths of his hair is gray. Hair is a noun 
of magnitude. 

12. Correct. The subject is bushels. 



EIGHTH GEADE. 



153 



13. Forty bushels of wheat are sometimes obtained 
from one acre of gronncl. 

14. Six dollars a week is all that he earns. 
The six dollars are thought of as one sum. 

15. Correct. The real subject is guidance. 

16. Is either (one) of you going to the postoffice ? 
The subject is one, understood, and is in the third, 

singular. 

IT. Correct. The verb agrees with trains, understood, 
the nearer subject. 

18. Needs should be need. 

19. Correct. The verb agrees with tJiat, and that agrees 
with books. 

20. Correct. The verb agrees with /, the affirmative 
subject. 

21. ISTo one but his friends understands his disposition. 
One is the subject. But is a preposition. 

22. Was should be were. The time is present. 

23. Do you think we shall have rain ? 



LESSON XXXVII. 
Paragraph 1. 

X 1 be — true 



thou I canst be — false 



it ( 



must follow 



self 



thine 



night 



X 



day 



154 


TEACHEES' MANUAL. 


2. 


I 1 


will trust 










: O 
•P! 
:Ct<5 




him. 












: <^ 






he 


I slay 














me 



Though yet is a strengthened conjunction. Slay is in 
the subjunctive mode, present tense. 

3. Correct. 

4. // understood is the connective. Had come is not 
subjunctive. 

shall be punished 



5. 



he 



he 



poor 



be 



rich 



Be is in the subjunctive, present. 
6, I I should excuse 



jX 
he I were 



fault. 



brother 



The connective is if understood. Were is subjunctive 
past, but denotes present time. 

7. Correct. 



he I must expect 



*. 



to reap. 



farmer I sow 



EIGHTH GRADE, 



155 



Sow is in the subjunctive. N'otice that before all these 
subjunctives shall or should can be supplied without 
changing the meaning. 

9. I wish that he were wealthy. 

Were is subjunctive past, denoting present time. Was 
is indicative past, denoting past time. The speaker did 
not wish that he was or had been wealthy, but that he 
were wealthy now. 

IsTotice that we often find a subjunctive after wish, al- 
though no connective, such as if, unless, etc., is used; as, 
"I wish I were at home" ; "I wish my friend were well." 

10. We found the questions not only easy, but very 
diverting. 

This arrangement of words will be discussed in lesson 
46 of this grade. 



11. 



knowledge 



must be = act 



they I exist time -i 



[why g 

toil ^ 



will bestow. 



which 



LESSOIT XXXVIII. 

Pakageaph 5. — In "The child stood weeping," 



sup- 



pose the child ceases to weep, but in other respects remains 
unchanged, the time, place, manner, degree, etc., of the 
standing is not changed ; therefore, iveeping belongs to 
child, not to stood. In "The Indians ran screaming," if 
the screaming ceases, the running will not be affected in 
the least ; therefore, screaming belongs to Indians — the 
screaming Indians ran — ^but it is used in the predicate 
with ran. On the other hand, in "He came running to 



166 



TEACHERS MANUAL,, 



me," if the running ceases, the manner of his coming is 
changed. The same is true in "The dog came limping up 
the street." If the limping ceases, the manner of coming 
will be changed. In such sentences as the last two I be- 
lieve that the participles may be given the construction of 
adverbs. 

The teacher may wonder, then, why I made the state- 
ment found in the grammar. So many pupils and teachers 
give the adverb construction to participles that are j)lainly 
adjectives, that I thought it best to err on the other side. 
In this Manual, however, I can call the attention of 
teachers to many things I preferred to omit from the text. 

Paragraph 8. 

1. The wheat shipped this fall was sold for a dollar a 
bushel. 

2. The boy went singing to his work. 

3. After reading several chapters, he laid the book awa}^ 

4. By working in the gold-fields of Ala^ska, he soon 
became rich. 

5. Without the plowing of the fields and the solving of 
the seed, the farmer cannot expect a crop, 

6. Climbing mountains is hard work. 

7. I enjoy hearing good music. 

8. By answering the questions correctly he obtained a 
certificate. 

Paragraph 9. 

1. Youth is the time to learn. 

2. Youth are expected to learn. 

3. To discover a new continent is no longer possible. 

4. To recite without making a mistake is not easy. 
6. "To he contents his natural desire." 



EIGHTH GRADE. 



157 



7. Try to become wiser every day. 

8. Nothing remains to be done but to begin again. 
But is a preposition, and to begin is its object. The 

phrase but to begin modifies nothing. 

Paragkaph 10. 

1. To return to the subject of reading, " Have you read 
Victor Hugo's masterpiece ?" 

2. I came to see. 

3. I am anxious to see. 

4. He is too feeble to endure the strain of the campaign. 
To endure modifies too. 



X 



LESSON XXXIX. 



V to labor y to wait 



learn 



and 



V to labor 



X I learn l ^to 



3 

wait. 



Both diagrams express the same idea. 



2. 



V to advance 



It ( 



rapidly. 



) I is — impossible 



To advance has the construction of a noun, nominative 
in apposition with it. 

3. See fifth sentence, page 161. 



158 teachers' manual. 

4. 



\^ mouldering 


body 1 lies — 


John Brown's 


^ tomb. 







In the toml) may modify mouldeinng, or lies moulder- 
ing Ciombined. 

6. Man is in the objective case, objective attribute. 
To he has the construction of an adjective, modifying him. 

7. I I was — opposed 



\^ teaching 



his 



class. 



Opposed, in this sentence, is an adjective, although was 
opposed is frequently a passive verb. In "I was opposed 
by my friends," the verb is passive. 



him 
I I heard 



V^ X X reproved. 



Quite a number of teachers do not favor the use of 
the term ''objective subject of the infinitive" in English 
grammar, and some of these would parse him. as the object 
of heard. This is plainly a mistake, for we do not know 
that the person represented by him said anything to be 
heard. It is much better to parse hivfi to he reproved as 
the object of heard, and him as the objective subject of 
the infinitive. 

11„ V ^having failed | is — surprising. 

I His 

Surprising is an adjective in this sentence, although it 
is often a present participle, forming part of the progress- 



EIGHTH GRADE. 



159 



ive form of the verb. In "He is surprising his friends," 
is surprising is a verb. In " His ability is surprising/' 
surprising is an adjective. 

It is sometimes quite difficult to decide whether a word 
is a predicate adjective or a participle forming part of 
the verb. A few years ago those taking the examination 
for a certificate in a certain State were asked to parse "is 
willing" in a sentence similar to this: "He is willing to 
comply." A short time after the examination, answers to 
the questions were published in a prominent educational 
journal of the State. In these answers is willing was 
parsed as a verb, and willing as a present' participle. 
This is certainly a mistake. He was not ivilling ; that is, 
he did not ivill (an act of the mind), — he was simply 
ready or anxious to comply. There is a regular verb will, 
from which is derived a participle willifig; as, "He willed 
to succeed." The difference in meaning between the ad- 
jective ivilling and the participle ivilling is easily seen. 
(See also paragraph 5, page 228.) 



LESSON XL. 

ourselves 



V^ to make 



It( 



V X X = that 



yto be = which 



wish 



) I is — easy 



WhMt is equivalent to that which. That is an adjective 
pronoun, objective case to agree with ourselves. Which 
is a relative pronoun, nominative case to agree with we. 



160 

2. 



TEACHERS MANUAL. 



V to lie 



It ( 



persons | think 



V^to escape 



punishment. 



) I is — wrong 



All after tJiinh is a noun clause, the object of think. 
3. To love has the construction of an adverb, modify- 



ing are commanded. 



\ ^ to write 
know how letter. 



How is an adverb of manner. 

5. This sentence will be found on page 155 of the 



grammar. 


We 1 could feel 


earth 




7. 




^ 


X tremble 




we I learn 




CD 




V to do 


3 
CD 

t^ feet. 


8. 












ill. 






td 






doin 


S 


nothing 



Ill can be parsed as an adjective, modifying a noun 

understood. 

V^ to be — weary 



9. 



He I began 



V having 



nothing 
V to do. 



EIGHTH GRADE. 



161 



Weary is an adjective, modifying he. To do has the 
construction of an adjective, modifying nothing, although 
some teachers would dispose of it as an adverb, modifying 
having. The infinitive has the construction of an adjec- 
tive in each of these sentences: 

1. I have a book to read. 

2. I have a horse to sell. 

3. I have a field to cultivate. 

I have a book to read = I have a to-he-read book. I 
have a to-he-sold horse. You will observe that while these 
infinitives are active, they have a passive meaning. 

1 we I fail 



\toplease 



^ I any. 



V ^ endeavoring 

■ Itoplease 

I all 
Both infinitives are adverbs. 

Endeavor means nearly the same as try, but it is in- 
transitive, while try is transitive. We can try something, 
but we cannot endeavor something. I should not call an 
infinitive the object of a verb unless that verb will also 
take some noun or pronoun for its object. Therefore, in 
"Try to get your lesson" I should parse to get as the 
object of try, but in "Strive to get your lesson" I should 
parse to get as an adverb modifying strive. Further, try 
can be made passive, but strive can not. A thing can be 
tried, but it must be striven for. 

14. we I came 

V^ Having recited ^ 



I lessons 
—11 



home. 



162 



TEACHEKS MANUAL. 



15. 



Hope 



maketh 



he art 

T Tx X 



sick. 



V deferred 

Deferred is a past participle, passive. 
IT. \^ To see 





here 




o 

3 

d. 


you 








ly 










such a 








1 surprises 












me. 



Such a should be taken together as one adjective. 

While most persons will probably agree with the pre- 
ceding diagram, it is not strictly correct. Here does not 
modify to see^ but to he understood. It is not the seeing 
here, but you to he here that surprises me. You is not 
the r^al object of see. It is not seeing you that surprises 
me, but seeing tlVat you are /lere. The following diagram 
is better,: 



\ ^To 



you 



^ X X 



here 



day 



surprises 



such a 



me. 



LESSOInT xlii. 

me 



X I Let 



V^ X make 



ballads 



I 1 


care 










who 1 


makes 




Fletcher | says 




A 




laws. 













EIGHTH GRADE. 



16'. 



Ca7'e is an intransitive verb, and will not take an object. 
The clause, "who makes the laws," is the object of a prepo- 
sition understood. 



2. 



I I am — glad 



How V to see 



again 



you 



\~ to give 



opinion 



he I sees 



that 



which 



part 



but 



is = piece 



rashness 



folly. 



But modifies the phrase in part. 
5 him 



X I get 



you I do 



V to talk 



wish 



V to do 



thing 



Cfesar 



and 



• V turned 
dead o clay 



might stop 

^ to keep I hole 



away. 



wind 



164 

7. 



TEACHEES MANUAL. 
I remembering 



things. 



Sorrow's 



ISTotice that remembering is not a part of the verb. 

8, It I is = custom 

V honored 



X I X 



X 



X 



than 



X observance. 



It is a custom more honored in the breach than it is 
much honored in the observance. 

tree j grows 



9. 



X I X watered 



when 



10„ 



V to love 



V to have 






amiss 






1 is — better 


loved. 


nothing 

X - X 






1 








than 













11. 



is halved 



V ^ shared 
joy I 



X 
is doubled. 



V divided 
The connective is hut or and understood. 



EIGHTH GEADEo 



165 



12. auditorium | is — capable 

o 



seating 



people. 
I three thousand 



13. 



persecutor | deserves 



respect. 



who 



inflicts 



nothing 



he I is — re ady 

Vtoendi 



not 



which 



14. 



mountain 



V called = Ida j joyous 



deserted 



there 



leaves 



now . I like 

X thing. 



3 

streams 



Ida is in tlie nominative, agreeing witii mountain. 
Like is an adverb, meaning similarly. Thing is the ob- 
ject of to understood. 



15. 
poets 



wait 



V to be inspired. 



Vtowrite 



V^ beginni 



poem 



mning 



166 teachers' manual. 

LESSON XLIII. 

Paeageaph 14. 

4. In order to have a relative adverb there must be a 
conjunctive adverb connecting a dependent adjective clause 
to a noun in the independent clause. 

''This is the place where the general was killed." 

LESSOR XLIV. 
Paeageaph 3. 
~ 2. The guard stood just below the gate. 
Just modifies the proposition below. 

3. The dogs were beaten nearly to death. 
Nearly modifies to death. 

4. The sun shines even on the wicked. 
Even modifies the phrase. 

5. The speaker went entirely beyond the limits of. 
courtesy. 

Entirely modifies beyond. 

speaker | went 



3 

limits 



Sometimes it is quite difficult to decide whether an ad- 
verb modifies the preposition or the phrase. In the second 
sentence above, below, without being modified by just, 
can be parsed as showing the relation of gate io stood. If 
the guard stood just below the gate, he stood below the 
gate. Therefore, just may modify either below or the 
phrase. 



EIGHTH GRADE. 



167 



In "He threw the stone almost across the river," across, 
nnmodified, does not show the relation of river to threiv, 
because he did not throw across the river. In order to 
show the true relation, across must be modified by almost. 
In fact, almost across may be taken as a compound prepo- 
sition. 

Paeagkaph 4. 

1. Since is a preposition, having then for its object. 

2. Now is the object of the preposition until. 

Paeagkaph 6. 
]Srotice that friendly is an adjective, although it ends in 
ly. We say " a friendly man," 

LESSON XLV. 
Paeageaph 12. 

1. He did not remain to pray, but to scoff. 
Praying and scoffing could also be used. 

2. Like signs give plus, but unlike signs give minus. 

3. They lived together peacefully and quietly, 

4. Thanking you for your kindness, and hoping to hear 
from you soon, I am yours truly. 

5. Great and powerful art thou, O Lord ! 

6. Faithfully and earnestly he tried to perform the task. 

Paeageaph 15. 
4. The sentinel heard a voice from within the house, 
sentinel I heard 



^ house. 



168 



teachers' manual 



LESSO]^ XLVI. 

Paeageaph 2. 

1. He will neither go nor send anyone. 

2. ISTotliing either strange or interesting occnrred. 

3. He was considered not only a statesman, but also 
an orator. 

When not only and hut also (or huf) are used as correl- 
atives, there are always two similar words or expressions 
that are contrasted ; that is, two nonns, two adjectives, 
two verbs, etc. Not only should precede one word, and 
hut also the other. In this sentence, if not only belongs 
to considered, there should be a participle to follow hut 
also. 

4. He both works and plays. 

5. He visited not only J^ew York, but also Philadelphia. 

6. Though he has a bad reputation, yet will I trust him. 
Yet may be omitted. 

Y. He was so angry that he could not speak. 

8. Wood is not so durable as iron. 

9. Is this as good as that ? 

10. He is not qualified for teaching either raathematics 
or language. 

As the sentence stands, eillier belongs to teaching, and 
another word, similar in class, should follow or; as, "He 
was not qualified for either teaching mathematiosi or 
preaching the gospel." Here, either and or belong to 
similar words, teaching and . preaching. 

11. I shall depend neither on you nor on him. 

12. Some nouns are used either in the singular or the 
plural. 



EIGHTH GRADE. 



169 



13. Gold is found both in California and Colorado. 

You will now conclude that not only are improper ooi-rel- 
atives often used, but also that proper correlatives are often 
improperly placed. This subject deserves more attention 
than is usually given to it in our grammar classes. 

LESSOIT XLVII. 
Pakageaph 3. 

1. February is not so long as March, but colder. 
After the words not so long, as March should be used, 

and after colder, than March should be used, but neither 
as March nor than March can be used after both not so 
long and colder. In such cases it is always better to make 
the first part of the sentence complete, and then add the 
other part. 

2. February is colder than March, but not so long. 

3. I have always been, and always will be, an early 
riser ; or, I have always been an early riser, and always 
will be. 

4. He ought to go this evening, and he will. 

5. l^apoleon could not do otherwise than to retreat. 
(See paragraph 1, page 262.) 

Q. The visitor was no other than the Colonel. 

7. That house is preferable to the other, and cheaper. 

8. Such behavior is nothing else than disgraceful. 

9. This is different from the old, but better. 

10. The artist went to Italy, and remained there a year. 
There is a tendency with some writers to use than after 

different; as, ''I am different now than I was when you 
first saw me." This use of than is surely incorrect. 



170 teachers' manual. 

Paragraph 5. — ISTotice the diagram. February is not 
so long as Marcli (is long), but it is colder. 

So is an adverb of degree modifying long, but the de- 
gree (quantity) of length is not definitely expressed imtil 
so is assisted by as March is' long, an adverb clause of 
degree. 

LESSOR XLVIII. 
Paragraph 2. 

1. All men are mortal. 

2. All may go, if they wish. 

3. I am all alone. 

Paragraph 3. 

1. Andrew Jackson was born before the Declaration of 
Independence. 

2. I have seen him before. 

3. Andrew Jackson was born before the Declaration of 
Independence was signed. 

Some authors would call before in this sentence a 
preposition, having the clause for its object. 

Paragraph 4. 

1. Man proposes, but God disposes. 

2. All is lost but honor. 

3. There is but one way to succeed. 

Paragraph 5. 

1. The governor proclaimed a fast. 

2. The services were held on a fast day. 

3. On such days the people usually fast. 

4. The race-horse trots fast. 



EIGHTH GKADE, 



171 



Paeageaph 6. 

1. I liave been in Kansas since Christmas. 

2. I have not heard of him since. 

By supplying an object in this sentence, since will be 
a preposition; as, "I have not heard of him since (that 
time)." 

Since is sometimes a subordinate conjunction, meaning 
nearly the same as because; as, " Since you do not wish 
to go, I will remain at home." 

Paragraph 7. 

1. That story is almost beyond belief. 

2. That is impossible. 

3. He that is studious will learn. 

4. When it was known that Hannibal had gained an- 
other victory, great consternation prevailed at Rome. 

Paragraph 8. 

1. Money was taken from the till. 

2. The farmers till the soil. 

3. The hunter persevered till he overtook the wounded 
deer. 

LESSON XLIX. 

1. We should be careful, because each of us has his 
influence. 

The antecedent of his is each. 

2. This is correct. The antecedent of his is one. 

V to write 

essay. 



one I is expected — 



his own 



172 TEACPIEKS' MANUAL. 

3. We gitls are getting up a tennis club. 
Girls is in apposition witli we. 

We (gii'ls) I are getting up 

club. 



Are getting up is a compound verb, transitive. What 
would the sentence mean if ujj were a preposition and 
club were its object ? 

There has been considerable discussion about this sen- 
tence. Some say that we is in apposition with girls^ and 
others say that giiis is in apposition with we. May we not 
make either correct ? Wliat girls are getting up the club ? 
Those girls ? ISTo, we girls. We modifies or explains girls. 
Who are getting ujd the club ? We. Who are we f We 
pupils ? ISTo, we girls. Girls modifies or explains we. 

4. Mathematics is very difiicult for me. 

5. Most persons behave very well in church. 
Good is an adjective. 

6. Two thousand dollars was divided among the five 
heirs. 

Was should be were if two thousand dollars are con- 
sidered as so many pieces of money rather than as a 
certain sum. 

8. You will find me at home almost any time. 
Time is in the objective case without a governing word. 

9. Morning is in the objective case without a governing 
word. 

10. Plato believed that the soul is immortal. 

If the soul ever was immortal it is immortal now. (See 
paragraph 10, page 234.)' 

11. Correct as it stands. 



EIGHTH GRADE. 



173 



12. 



13. 



the 



Pleasantly 



next 



'^ village 



the 



■ Grand Pre. 



winter | is made — glorious 



Glorious is an adjective in predicate with the passive 
verb, is made. 

14. A British and a Yankee vessel were sailing side hj 
side. 

As there were evidently two vessels, the article a must 
be repeated. 





X 




A 


British 


P ■ 


vessel 


B : 


a 


Yankee 





side by side. 



Vessel is understood after British. Side hy side can be 
taken together as an adverb. 

15. ISTo other king w^as ever so much beloved by his 
subjects as King Edward. 

Other should be inserted, because a certain king was as 
much beloved as Edward, and that certain king was Ed- 
ward himself. 

king I was beloved 



much 



King Edward 



X X 



so 



As is a conjunctive adverb. 

16. Yours is in the objective case, object of the preposi- 
tion of. (See page 204.) Times is in the objective case 
without a governing word. 



174 



TEACHERS MANUAL, 



LESSON L. 

1. Of all poets, Longfellow is mj favorite. 
Longfellow is one of the poets, but he is not one of the 
other poets, 

4. 



5. 





We 


1 


may be = that 


we 1 


might have been = which 


We 


1 are made — happy 




1 "^ 


i we 


"^ that 




1 are ^ which 


X 


>< X - X 






not 




'^ that 








we 


1 have. 












which 



The complete sentence is, '' We are made happy by 
what we are, but we are not made happy by what we have," 

6. Poor and unkind are adjectives in predicate. 

7, Honor or reputation is dearer than life. 

Honor 

dearer 



reputation 



life I X - X 



The subjects are taken sejDarately, 

8. The house stood on a rather narrow strip of land. 
Bather is an adverb, modifying narrow. 

9. The remonstrance lav on the table. 



EIGHTH GEADE. 



175 



The intransitive verb should be used, because there is 
no object, and the verb is in the active voice. 

10. Travel gives a man something else than a few sights. 
( See paragraph 1, page 262.) 

If the sentence means that travel gives a man a few 
sights and something additional, besides is correct. 

For analysis or diagramming the full sentence is '"Travel 
gives a man something else than a few sights are (some- 
thing)." Else is an adjective, modified by the subordinate 
clause. If besides is used, it is a preposition. 

11. We had no other alternative than to go on (is one 
alternative). 

12. I often think of William the Conqueror, which is 
only another name for tyranny. 

Use which because it refers to William the Conqueror 
as a name, not as a person. 

13. James is not so tall as Frank, but heavier. 

14. Xot every word that men speak is true. 

What does the sentence mean as it stands in the book ? 

15. Correct. He agrees in case with I. 

If we supply an objective subject for to be (as some say 
we should) the sentence would read, " I have always 
wished (myself) to be him." ^ow him is objective to 
agree with myself. 

I am confident that the correct form of the pronoun is 
he; therefore, I am also confident that I should be con- 
sidered the subject of the infijiitive, and that no objective 
subject should be supplied. As we have already learned, 
"The subject of the infinitive is in the objective case unless 
it is also the subject of the proposition." 



176 
16. 



TEACHERS MANUAL, 
snow. I lay — bloodless 



O 

3 

Linden 



sun I was low 
when 



all 



I have made all an adverb, modifying bloodless. 1 think 
it means entirely. Some call it an adjective, modifying 
snow. 

LESSON LL 

1. Talk not too much, nor talk of thyself. 

2. He I loves 

lands 



much 



so 



X 



X 



as that 



Egyptians 



embalmed 



It ( 



how 



dead. 



) I is known 



4. Since is a conjunctive adverb, modifying lived and 
connecting the dependent clause to has undergone. 



huts 



stand 







A few i 


o 

3 




Carthage t 


stood. j 


masses 




once 


where • 

















A few should be taken together as one adjective. 



EIGHTH GKADEo 



177 



IS = room 



V hung 



\^_hung 



pictures 



thoughts. 



Hung is a past participle, passive. 
7, V ^ to do 



action 



stealth 



it 



V to have 



luxu ry 
I 1 know 



V X X found out 



a- 

'^ accident. 



X 



An understood relative is the object of hnow. It is the 
objective subject of an infinitive. Found out is a com- 
pound verb, meaning discovered. 
8. that 

poet I has had 
I , to 



We I venture 



V^to struggle 



circumstances 



more unfavorable 



Milton 



X 

I X X 

Ix X 



X 



than 



—12 



178 



teachers' manual. 



In regard to taking mo7^e unfavorable togetlier, see para- 
graph 5, page 220. Some maj think that to struggle is 
the object of has liad, but has had does not denote posses- 
sion in this sentence ; it means about the same as was com- 
pelled. 

unfavorable circumstances." 

there 



The understood words are, " had to struggle with 



9. 



path 



depth 



height. 



There is simply an expletive. Is, in this sentence, de- 
notes existence, and is a complete varb ; that is, it. takes 
no comjDlement. 

This diagram takes the sentence to mean that a certain 
kind of path exists (place not mentioned). If the sentence 
means that a path (kind not mentioned) exists (place meixr 
tioned — from the lowest depth to the loftiest height), 
then the phrases modify is. 

I I was — alone 



10. 



less 



X 



X 



X 



a' 

^ myself. 



X I X 



when 



than 



I was never less alone than I am alone when I am by 
myself. 

Notice that alone and hy myself are adjectives. 
Do you think by tnyself tells where I am ? 



EIGHTH GEADE. 



179 



11. 



are = that 



strive 



l ^ to be 



what 



Strive is an intransitive verb; therefore the infinitive 
can not be its object. What is a simple relative, equiva- 
lent to which, and is in the nominative case to agree 

with we. 

X I do 

things 



12. 



X I do 



X 
di-eam 



day 



all 



This is a compound sentence with the conjunction 
omitted. Day, is in the objective case without a govern- 
ing word. In such sentences, I have heard long called a 
preposition, meaning nearly the same as duriiig. All day 
long = during all the day. 

13. it I would forget 



cunning. 



l ^ to 



should neglect 



hand 



LESSOIT LII. 

Paeageaph 1. 

IP 



Europe | was 



180 



TEACHERS MANUAL. 





lad 


1-^ blood 


1 




y 1 is — 




roya 




passions | seem — 


C3 
3 
pi 
a> 

^ control 










o 

"= men 






some 


c 


^ opinion 




community | is — 








! la 


!=> slumbers 


nidnight 


boy 


y — 


a r 


the 


sailor 







6. 



In slumbers does not tell where he lay; it tells his con- 
dition while he was lying. The meaning is about the same 
as "He lay fast asleep." 

Each of these predicate phrases modifies the subject, 
and in each one the preposition shows the relation of its. 
object to the subject, the word the phrase modifies. 

Paeageapii 6. 

2. Of great importance is an adjective phrase in the 
predicate. 

3. I7i authority is an adjective phrase. It does not tell 
where the Whigs were, but their condition. 

4. "Among the most useful words of the language" is 
an adjective phrase in the predicate. 

5. In favor is an adjective phrase. 

6. In Paris is an adverb phrase. 



EIGHTH GKADE. 

LESSON LIII. 

swans I float — double 



181 





§ lake 
1 X = 


swan 


X 


• 3 






i shadow 



jSTo connection need be placed between the two sentences. 

Paragraph 11. 
1, blood I shall be shed. 





his 


sheddeth 






: whoso 






blood 








man's 



Whoso is used as a simple relative in this sentencCo 
2. it 



X I think 



V to be — worth 



en]oying. 



world I be — worth 



The second think need not be written in the diagram. 
Enjoying and luinning are in the objective case without 



a governing word. 



Be is in the subjunctive mode. 
3. Antonio 



my 



s fire 



Notice that on fire is an adjective phrase, modifying I. 
All modifies the phrase 07i fire. 



1'82 



TEACHEES' MANUAL. 



4. This sentence is the same as .the third, except that 
my is an interjection. 

5. This sentence is the same as the third, except that 
on fire is an adverb phrase, modifying am standing. 

6. \^ to be — right 



It ( 



) I is — better 



^to be = president. 



X - X 



than 



Right modifies the understood subject of to he. Presi- 
dent is in the objective case to agree with the understood 
subject of to he. 

/-. yto be = him 



It( 



) I is — easier 



^ to be = myself. 



I X -X 



than 



Him and myself are in the objective case to agree with 
the objective subject (me) of the infinitive to he. 

In the sixth and the seventh sentences we must supply 
objective subjects for the infinitives, because the subjects 
of the propositions are not the subjects of the infinitives. 

LESSON LIV. 

1. Of practical value is an adjective phrase in the 
predicate. 



EIGHTH GEADE. 



183 



2. 







o 

l-b 


value 


tie 








lit 


conduct 


is — 






CD 






CD as 

"^ j indication 


conduct 


1 

as 

1 must be looked to = : expression 






yet 







3. 



Must be loohed to is a compound passive verb, meaning 
the same as must he regarded. With this meaning, it 
takes expression as a complement. 

4. He I fell — asleep. 

Fell is a copulative verb here, meaning nearly the same 
as became. Asleep is an adjective. 

5_ dollars •> as 

ga i I I are thought of = ; price. 

cents ^i I I The 



Are thought of = are regarded. 



Y. 



They (one) | love 



another. 



I I am = man 



I foolish 
I very 



fond 



old 



X 



I fourscore and upwards. 

Years, understood, is in the objective case without a 
governing word. 

Fourscore and upwards can be taken together as a 
numeral adjective modifying years. 

9. Dim is an adjective in predicate. 

10. Aghast is an adjective in predicate. 



184 




teachers' manual. 




11. 


mistletoe ( plant ) | seemed — sacred. 




V growing 


o Druids 




§ trees 




12. 




° part 






mine | own 




I 1 shall be — glad 






V to learn. 



The phrase, for mine own part, is used independently. 
Mine is used for my, in accordance with an old custom. 



13. 



(It) I (is) — better. 



the 



(care) | (is) — less 



you I have 



the 



X 



\ ^ to do 



E^ firearms 



The less care which you have to do with firearms, the 
better it is. 

The, modifying better, is an adverb of degree, and the, 
modifying less, is a conjunctive adverb. (See paragraph 
2, page 254.) Which, understood, is the object of have. 

The disposition of the sentence given here is not quite 
the same as that given in the grammar. 



16. 



Truth 



shall rise 



L 



crushed 



agam 



o earth 



1. 



2. 



5. 



EIGHTH GEADE. 

LESSON LV. 

These | are = warriors 



Saxon 



Clan Alpine's true 



I I am = Roderick Dhu. 



greatness 



some I have 



VX X thrust 



o them 



it 1 ^ 


tvill be = that 


you 1 


o you i 

make 




o 

1-15 


which 




life 


. 



heart 



will be 



also there 



treasure 



where 



honor | is = approbation 
V defined 



as 



^ Cicero 



As is an adverb of manner. 

7„ I I have found 

plant 



V answering 



err 

° description. 



185 



186 



TEACHEES MANUAL. 
I I remember 











house 


I 1 was born. 








wher( 




he 1 has 






resided 








5' 


5' 


Virginia. 




CD then 









Since is a preposition. Then, meaning that time, can 
be considered a nonn. 

10. 







Be 


1 is 


= he 






i who 1 judges 


1 who 1 : 


udges 


I 


think 


least 




best. 





















11. To hear lias the construction of an adverb, modifj- 



mff 



sorry. 



12. 



\ ,to 



X 1 r>o expect 








others 




c not 

3 ' 

cT 

w 

CO 










Vto govern 


you 1 have learned 






how 


yourself. 






= love. 


passion 


1 seems — 


Vjbo have been 



13. 



To have been bas tbe construction of an adjective. 
Love is in tbe nominative case, agreeing witb passion. 



14. 



^ taste 



conduct I was — 



bad 



very 



Under the circumstances is used independently. 



EIGHTH GRADE. 



187 



15. 



that 



continent 



Columbus I felt \ ^ to be discovered. 



Felt means believed. Was is a complete verb here, 



meaning existence. 



16. 



That 1 ought 



Vto have been thought of. 

It is difficult to decide whetlier the infinitive in this 
sentence has the construction of an adverb, or of an 
adjective in the predicate. 

Of is part of the verb. 

LESSOR LVI. 

1. We should not be totally overcome by present events. 

2. He lived in a manner agreeable to the dictates of 
reason and religion. 



He 



lived 





5' 

manner 


able 






agree 






dictates 







3. Be so kind as to read this letter (is kind), 
X I be — kind 



V to read 



letter. 
X - X 



188 
4. 



TEACHEES MANUAL. 

yX be alarmed. 



They | need 



6. Only modifies the phrase in the hosom. It should be 
supplied before will. 

To profess regard and to act differently mark a base 
mind. 

^ To profess 



7'. 



V to act 



fs regard 



differently 



mark 



mind. 



The coordinate conjunction, and, should connect similar 
constructions. 

Some would prefer the following diagram: 

VToprofess V to act 



regard 



and 



differently 



mark 



mind. 



8. He was a teacher, but he is now a lawyer. 

9. It is no more than what he ought to do. 
Use than after the comparative degree. 

- It I is — more 



that I X — X 



he I ought 
Vtodo. 



than 



which 



EIGHTH GRADE. 



189 



10. Neither good nor evil comes of itself. 

In analysis, neither and nor arq taken together as one 
conjunction. 

11. Trust not him who you know is dishonest. 

X I Trust 

him 



who I is — dishonest. 



you I know 



12. Trust not him whom you know to be dishonest. 

X I Trust 

him 



whom 



you 



know 



V to be — dishonest. 



Whom is the objective subject of to he. 
13. It is so clear that it needs no explanation. 
It I is — clear 



it 



needs 



explanation. 



14. This word is found only in Shakespeare. 
Only modifies the phrase, in Shakespeare. 

15. There are oak trees and walnut trees in that grove 
on the former are acorns, and on the latter are walnuts. 



The diagram is not difficult. 



16. An oak tree and a walnut tree are standing on the 
hill ; the one bears acorns, and the other bears walnuts. 



190 



TEACHERS MANUAL. 



When the one and the other are nsed as demonstratives, 
the one refers to the first mentioned, and the other to the 
last mentioned. 

LESSON LVII. 

1. Cato I spent 

night 



Ireading 



Plato's Immortality. 



he 


durst 


V X give 










blow 








X himself 



Durst is an old form of dared, 
2. None | knew 



thee 



to love 



thee. 



3. Somebody told me, but I forget who (told me). 
Me is the object of to understood. 

Told is a transitive verb, but its object is not expressed. 

4. Would that my brother were here. 

brother | were 
X I Would here. 



Would, in this sentence, is a transitive verb, meaning 
wish. 

Were is subjunctive past, denoting present time. 
5» I I rely 



coming 
I your 



3 season. 



EIGHTH GKADE. 



191 



6. We learned that the air is composed of two gases. 

7. Great benefits may be derived from the reading of 
good books. 

The and of may both be omitted. 

benefits | may be derived 



reading 

^the~^ books. 



8. A fondness for display is, of all follies, the most 
ridiculous. 

9. ITo one except the immediate family was present at 

the funeral. 

one I was — present 



U family 



funeral. 



I believe present is an adjective in this sentence, be- 
cause at the funeral is the adverb of j)lace. In "He was 
present," many will call present an adverb. 

10. Six months' interest is due, 

interest | is — due. 



months' 



Six 



llo 



He I is = friend 



teacher's. 



the 



This sentence is correct, and teacher^ s is in the objec- 



192 



TEACIIEKS MANUAL. 



tive case. "He is a friend of the teacher" means nearly 
the same, and is preferred hj many. 

If I wanted to convey the idea that this was one of the 
teacher's many friends, I would use teacher's; but if I 
wanted to convey the idea that this was probably his only 
friend, I would use teacher. (See last, part of page 204.) 

12. You might come for at least a few days. 

You I might come 



days. 



a few 



least 



' At least is an inseparable phrase. 

13. Here is a basket of fresh eggs. 

14. Boil the milk, if fresh milk seems to make the 
child sick. 



X I Boi; 



milk 



milk 



V^ to make 



child 



V X X — sick. 



fresh 



To make has the construction of an adjective. 

]^5^ worth I rises 

\depressed. | Slow 



^ poverty 



Slow is an adverb, used by poetic license for slowly. 
16. Fruit, as well as flowers, will carry its perfume. 
The antecedent of its is fruit. 



EIGHTH GRADE. 



193 



17. Logically, this is correct, but most writers will say, 
"It is you that are to be nominated." (See paragraph 1, 
page 210.) 

18. The prince, and the duke too, has received his al- 
lowance. 

Some one else has said that the prince has received his 
allowance, and the speaker adds that the duke has also 
received his allowance. 

Suppose the sentence were, " The prince, and the prin- 
cess too, has received (his, her) allowance," should the pro- 
noun be his or herf 

Both the following are correct: 

1. The queen, and the children too, have received their 
allowance. 

2. The children, and the queen too, has received her 
allowance. 

LESSON LVIIL 



man is — wise 





so 




he 1 can 


: <:+ 

: tJ- 

learn 








more. 


Flowers | are — like 




nds 




X 
frie 


we I love 


Vtor 


neel 












that 











-13 



194 



TEACHERS MANUAL. 



crocodile | is — difficult 

I so V to kill 



3. 



people I are — apt scales | have resisted 



\^ 



imagine 



bullets. 



4. 



He 



breaks 



bridge 



that 



can forgive 



not others 



he (himself ) | must pass. 



CD 

which 



5. A compound sentence composed of two complex mem- 
bers. And connects the two principal clauses. 
you I will reach 

home. 



6. 



you I go 



the 



faster 



The 



tj or , 

Oxide ( ; laughing-gas ) | produces 



insensibilitf. 



Or is not a connective in this sentence. 
g man | is — fortun ate 



No 



V to be — successful. 



always 



X - X 



EIGHTH GRADE. 



195 



ISTo man is so fortunate as always to be successful (is 
fortunate). 

9. We know that whicli we are, but we know not that 
which, we may be. 

10. f Know 

duty 



X 



do 



gospel I is = 



11. 



Nothing 



dries 



Quintilian | says 
\ quoting 



tears | X 



B Ci 



X 
than 



12. 



"We I look 



righteousness | dwelleth 



heaven 



wherein 



earth 



Wherein is a relative adverb. 

Look for may be taken together, meaning expect. 

]^3_ O man ! 

X I Murmur 

shortness 



not 



thou I hast 



(time) 



(that) [ (is — much) 



than 



(which) I is employed. 
well 



196 

14. 



TEACHEKS MANUAL. 



We I may be — able 



not yto accomplish 



L X X 



all 



we I desire 



X 



^ hands ? 



we I shall sit — 



folded 



therefore still 



We may not be able to accomplish all that we desire 
to accomplish, etc. 

With folded hands is an adjective phrase, expressing 
the condition of we; it does not express the manner of 
sitting. 



15. 



Sun 1 




pours 
















o 




flood 




•^ cottage 




cheerily 








man's 








the 




as 




















X 1 


X 










o as 


X 








pala 










ce. 






It ( 


) 


1 




is — tru 


e 







IG. 



EIGHTH GRADE. 

plant I is — common 



197 



it I is called = monkey-cup 



a' Ceylon 



monkeys 



where 



f open 



spring 



IS 



2, water 



when 



lid 



drink 



water 



they I can quench 

I where I thirst. 



Is, the predicate of sprm^, denotes existence, and is a 
complete verb. There is merely an introductory word. 



1. 



LESSON LIX. 

'T I is = X 



judgments 



X I X = as 



t^ watches 



none | 


SO 






X 








alike 










just 




each 1 


beli 


eves 




















his 


own. 



198 



TEACHERS MANUAL. 



It is the same (thing) with our judgments as it is 
with our watches. 

As is a relative pronoun. 

A connective might be supplied between the two com- 
plex sentences. 

2, that 



It 


was 


= Watt 




he 1 dealt 


rticle (power). 






who : 






S' a 




J told 








kings 1 








— fond 






X 
George II 






V to be 






were 


i said — 




o 

'^ which 


















"~ 



what I forged 



what I set 



X 



chain 



V to discern 



it ( 



Nor 
I is given 



• I feet 
solitudes 



X 



I have diagrammed icliat as an interrogative pronoun, 
but it may be a double relative, equivalent to that which. 



4. 



Pitt 



S 
Wellington 



(both) I were = men. 



EIGHTH GEADE. 



199 



Some would call toth an adjective, modifying Pitt and 
Wellington. 

By supplying the words understood, the remainder of 
the sentence is not difficult. "^'The former was great in 
peace, and the latter was great in war." The former and 
the latter are adjective pronouns. 

5. Tricks is the direct object of the verb, and dog is 
the object of a preposition (^to) understood. 



6. 



I I was told 



we I were traveling 
while 



X 



story- 



story 



Story is located twice in the diagram because there is 
a difference of opinion about its construction. Some con- 
sider it the object of the passive verb (see paragraph 7, 
page 197), some consider it the object of a preposition 
understood, but most authors say nothing about it. 

7. In this sentence, sum has the same construction as 
story in the preceding sentence. 



Lo 

it I is = I 





sai 


X 1 be 


n X 

i: — afraid. 


voice 


d 














1 that 


1 was — 


calme 


L" 


silence | 


X — X 1 








than : 










,„: 





200 



teachers' manual, 



The compound clause used as the object of said may 
be complex: "Be not afraid, because it is I." 

9. that 



are = his. 




His and ours are possessive pronouns in the nominative 
case. Some would supply nouns for the predicates, and 
make his and our personal pronouns in the possessive case. 

Be is in the imperative, third person. Some may claim 
that the complete expression is, " Let it be ours,'-' making 
it objective and be an infinitive. How will such dispose 
of " Be he who he may " ? 



10. 



He 



made 



secret 



^ having written 

my review. 



11. 



X 


Teach 


^ to hide 










^ me 








fault 




I 1 see. 




























X 





12. Was lost sight of is a compound verb, in the passive 
voice. 

13. To trespass has the construction of an adverb (of 
specification), modifying are forbidden. 



EIGHTH GEADE. 



201 



14. 



\ ^ dreaming 
Turk I lay — | 2, hour 



Greece | should tremble 



when 



knee 



ix bent 



suppliance 



Knee is in the nominative case absolute. 



15. 



that 



she 



be 



need ( 



present 



) I is 



LESSON LX. 
1. Correct. 

The prepositional phrase, hut him and me, modifies all. 
o He I is = man 



told 



X 



you 



p 
cr 
o 

r^ whom 



3. They came just behind father and me. 
Behind is a preposition. Just modifies behind. 

Richard | is = himself 
I again. 



4. 



Do not get the idea that himself, because it contains 
the objective form him, is always in the objective case. 



202 



TEACHERS MANUAL. 



5. It was the one who joii said it was. 
It 1 was = one 



it 



= who 



you 



said 



VJ:o have made 



God I seems 



1. 



him 



" V X X = that 



he I was = which 



horse ! costs 



much 



cow I X 



X 



times 



three 



Costs is an intransitive verb (it can not be made pas- 
sive), and much is in the objective case without a govern- 
ing word. Supply money, if you prefer. Times is in the 
objective case without a governing word. 

8. many | were — satisfied. 



As 



came 



Were satisfied can be a passive verb. The second as is 
a relative pronoun. 



9. 



Such I are — happy. 



as I are 



virtuous 



10. The fugitive threatened to shoot whoever tried to 
stop him. 



EIGHTH GRADE. 



203 



V ^to shoot 



fugitive I threatened 



X 



whoever 



ItQStop 



tried 



him. 



11. I I knew 



whom 



general | appointed 



V^X X = captain. 



12. 



You I can reap 



you 



after 



As until and after rasij both be prepositions, the fol- 
lowing diagram may be used : 

You I can reap 



you I sow. 



13. 



danger 



it j is — 



bird ) flies 



the 



higher 



The 



204 TEACHEES' MANUAL, 

Mo7'e may modify the phrase, out of danger. 
Out of danger tells the condition, not the place. 

14. Of all Roman orators, Cicero is most renowned. 

15. I have no other hope than this (is hope). 



have 

hope 



this I X == X other 



than 



16. A whole month has passed since you arrived. 
Since is either a conjunctive adverb or a preposition. 

17. This is correct, because some part of this year still 
remains. (See paragraph 8, page 233.) 

18. The Ohio was very high last month. 

LESSON LXI. 

1. If he is sincere, I am satisfied. 

If the meaning is that I am satisfied if he should be sin- 
cere at some future time, the sentence is correct as it 
stands in the grammar. Remember that the subjunctive 
present denotes future time. 

2. It is no more than his due (is much). 

3. This set of books was much prized. 

4. Flatterers flatter as long as they have expectation of 
gain, and no longer. 

In analysis, the last part becomes " and they flatter no 
longer." 

5. The visitor told the same story that you did. 
Use that after same. 

6. David, the son of Jesse, was younger than any of 
his brothers. 



EIGHTH GRADE. 



205 



David was not one of his. brothers. 

7. We need not be afraid. 
To is omitted after need. 

8. He expected to gain more by the transaction. (Para- 
graph 4, page 245.) 

9. Is it I that yon mean? 

10. If this was his meaning, the prediction has failed. 
As the time is evidently past, use ivas, the indicative. 

11. Is should be are. 

12. Are should be is, to agree with it. 

Some say that in such sentences it is simply intro- 
ductory, and the subject is the two phrases. If this is 
true, the verb should be are, and the sentence is correct 
as it stands in the grammar. But we know that no good 
writer would use are in this sentence. The grammatical 
subject is it, and the compound phrase is in apposition 
Avith the subject. 

13. He loves no interests but those of truth and virtue. 

14. I spoke only three words on the subject. 

15. Hannibal was one of the greatest generals that the 
world ever saw. 

Use tliat after the superlative degree. 

16. These are the rules of grammar by observing (or 
by the observing of) which you may avoid mistakes. 
(Paragraph 6, page 246.) 

17. There is no book published in which we can not 
find mistakes when we examine it carefully. 

If you analyze the sentence as it stands in the grammar^ 
you will find that you have an unnecessary //. 

18. He accused his companion of having betrayed him. 
Use of after accused. 



206 teachers' manual. 

19. Let jour promises be few, and such as you can 

perform. 

As is the correct relative after such. 

20. The winter has not been so severe as we expected 

it to be. 

winter | has been — severe 



it 



we I expected 



V X X - X 



21. Mj sister and I, as well as mj brother, are engaged 
in our respective occupations. 

Since the speaker is making the statement about " my 
sister and I," the verb and pronoun should agree with 
sister and /. (See also paragraph 4, page 211.) 

22. This grammar was purchased at Leighton^s, the 
bookseller. 

As Leighton and hoo'kseUer are in apj)osition, but one 
possessive sign should be used. 

As I have corrected the sentence, the thing possessed 
(store) is understood after Leighton. Some saj that the 
thing possessed is imderstood after IjooTxSeUer, not after 
Leighton. In that case, hoolseller will take the sign. 

23. The time of the teacher's making the experiment 
at length arrived. (Paragraph 3, page 196.) 

24. This picture of the art dealer does not much 
resemble him. 

As the statement is made that the picture is a portrait 
of the dealer, not that it is owned bj him, no possessive 
sign should be used. 



EIGHTH GRADE. 



207 



25. These pictures of the art dealer's were sent to liim 
from Europe. 

Here the statement is made that the dealer owns the 
pictures ; therefore, the sign of possession should be used. 
If we change dealer to a pronoun, we shall see that the 
form must be possessive. " These pictures of yours were 
sent to you from Europe." (See bottom of page 204.) 
Exercises for Analysis. 

1. Many people regard winter as a season of enjoyment. 

2. They will build the fort strong and secure. 

3. The house was made large. 

4. They sent him as a messenger. 

5. He was sent as a messenger. 

6. Our selection would, perhaps, not be yours. (Perhaps 
is a modal adverb, and I believe it modifies the entire 
sentence.) 

7. They rescued the sailor from drowning — a brave 
deed. 

8. They forgave the man that offense. 

9. The man was forgiven that offense. 

10. Sixty years ago, Chicago was a swamp. 

11. Yes, you may recite, 

12. The former invalid seems in good health. 

13. The room was in perfect order. 

14. To succeed in his work — that w^ill require effort. 

15. Studying geometry is developing the mind. 

16. The only way to have a friend is to be one. 

17. Our deeds determine us as much as we determine 
our deeds. 

18. The greatest of faults, I should say, is to be con- 
scious of none. 



208 teachers' manual. 

19. Life is not so short but that there is always time 
enough for courtesy. (But that should be taken together.) 

20. To suffer and to do — that was thy portion in life. 

21. His opinion is always original, and to the purpose. 

22. I will try to keep the balance true. 

23. From the moment you lose sight of the land you 
have left, all is vacancy. 

24. A pupil cannot acquire the art of expression by 
merely reciting the laws that govern the expression of 
thought. 

25. When you face a difficulty, never let it stare you 
out of countenance. 

In each of the following parentheses, the correct word 
is printed in italics: 

1. They wall send {ichoever, whomever) is willing to go. 

2. Whom can I trust if not (he, him) ? 

3. He told only those {who, whom) he thought would 
keep the secret, 

4. He told only those (who, whom) he thought he 
could trust. 

5. Neither you nor she has brought (your, /ter) books. 

6. You and she have brought {your, their) books. 

7. If he {ivas, were) there, I did not see him. 

8. If he (was, were) going, he w^ould tell you. 

9. I do not admire this construction although it {is, be) 
much used. 

10. He married a lady {who, whom) they say is very 
wealthy. 

11. She married a man (who, ivhom) 1 know to be 
worthless. 

12. I saw the man {who, whom) I think is to speak. 



EIGHTH GFvADE. 



209 



13. I do not know {who, whom) they said went, (I do 
not know, they said who went.) 

14. The morning was chilly, and the traveler looked 
(cold, coldly). 

15. The juror looked (cold, coldly) on the one offering 
the bribe. 

Each of the following sentences (most of them selected 
from standard authors) contains at least one error: 

1. He examined the book which had been given him 
attentively. 

2. Garfield was not only famous for his ability as a 
soldier, but for his statesmanship. 

3. This man neither sinned, nor his parents. 

4. I have only read three chapters in this book. 

5. His success is neither the result of industry nor per- 
severance. 

6. There is no country in which wealth is so sensible of 
its obligations as our own. 

7. In '' Thaddeus of Warsaw " there is more crying 
than in any novel I remember to have read. 

8. The pony had to lay down on all fours before the 
lads could bestride him, 

9. ISTobody knows but my mate and I 
AVhere our nest and nestlings lie. 

10. Not to render up my soul to such as thee. 

11. ISTo mightier than thyself or me. 

12. " Who's there ? " " Me, the porter." 

13. My son is going to be married to I don't know who. 

14. Thou, ISTature, partial Nature, I arraign. 

15. If anyone did not know it, it was their own fault. 

16. Every one must judge of their own feelings. 
—14 



210 



TEACHERS MANUAL. 



17. The genius and merit of a rising poet was celebrated. 

18. There is a right and a wrong in them. 

19. A ray or two wanders in the darkness. 

20. Both death and I am found eternal. 

21. How each of these professions are crowded. 

Idioms and Special Constructions. 

While all who have studied this Manual and the Gram- 
mar will admit that I have discussed more of the peculiari- 
ties and "knotty points " of English grammar than most 
authors, yet there are many peculiar constructions that 
have not been mentioned. Our language is full of idioms 
and phrases that cannot be disposed of by the ordinary 
rules of grammar, and no teacher or student should feel 
discouraged because he can not promptly analyze or parse 
all such expressions he may meet. 

The only rule for disposing of these expressions is, care- 
fully determine the meaning, and then let the meaning 
control the analysis and parsing. 

A few of the more common idioms will now be examined. 

1. He is going to read. 

The verb go does not have its usual meaning here ; it 
means about the same as intend. Is going is transitive 
and has to read for its object. Of course, if he actually 
goes some place for the purpose of reading, the infinitive 
is an adverb of purpose. 

2. The boy has to study. 

This means the boy is compelled to study, and has is 
intransitive, modified by the infinitive, to study. To study 
is an adverb phrase of specification. 

3. This lesson has to do with infinitives. 

Has to do can all be taken together as the verb, meaning 



EIGHTH GEADE. 



211 



deals; or, has can be disposed of as a transitive verb, witb 
to do as its object. " This lesson has to do — lias doing — 
with infinitives." 

4. He must get rid of his vices. (Some incorrectly say 
"get shut of.") 

Must get is intransitive, meaning about the same as 
must become. Bid is an adjective in the predicate. 

5. Special uses of it: "Trip it as you go;" " He lords 
it over his neighbors ;" " I made up my mind to foot it." 

In each of these sentences, it may be called a pronoun, 
having no definite antecedent, idiomatically used as the 
object of the verb. Or, probably better, tnp it, lord it, 
and foot it may be used as compound verbs. 

6. Compound verbs. 

Some of these have already been mentioned, but there 
are many more. In " He broke into the house," the verb 
is not broke, because he did not break. The verb is broke 
into, having house for its object. In " He rushed into 
the house," the verb is rushed, because he did 7'ush. Into 
is a preposition. 

There is a compound verb in each of the following: 

1. He took up a section of land. 

2. The sun breaks through (pierces) the darkest clouds. 

3. My uncle approved of it. 

4. This idea is plainly hinted at. 

5. The police winked at the violations of the law. (Did 

the police loink?) 

6. The manager came to help out. 

7. He cast up his accounts. 

8. Such crimes must be put a stop to. 

9. If all the red tape in our army regulations were done 

aioay tvith, it would be better fdr the common soldiers. 

7. Had better. " He had better go," 



212 teachers' manual.. 

Because in liad go we have the auxiliary had used with 
the simple form of the verb (not the past participle), many 
assert that the expression is incorrect. According to 
grammatical rules it is incorrect, but it is an idiom sanc- 
tioned by good authors, old and modern. Had go should 
be parsed as a verb, indicative, present. Better is an ad- 
verb. ■ - ■ 

8. Methinks. " Methinks that is a ghost." 
This is an old for for " I think." 

9. Go fishing. " He went fishing." The construction 
of fishing in this sentence is very different from that of 
singing in " He went singing up the street." The singing 
was a mere accompaniment of the going, not the thing for 
which he went. Singing is a participle, having the con- 
struction of an adjective in the predicate. But in " He 
went fishing," fishing is the object for which he went, and 
it has the construction of a noun, object of a preposition 
{for) understood. Sometimes the sentence reads: "He 
went a-fishing." ISTow a is a preposition, and fishing is 
its object. 

Composition. 

During this grade, and in the high school, pupils should 
be trained to notice differences in the style used by differ- 
ent writers. In reading a book or essay, they should decide 
whether the style of the author is pleasing or not, and what 
peculiarities it possesses. They will soon learn that our 
best literary productions are made up of a judicious com- 
bination of simple, complex, and compound sentences, and 
of many varieties of each. Too many short, simple sen- 
tences break the sense too often, and a long succession of 



EIGHTH GEADE. 



213 



complex or compound sentences is tiresome to the reader 
or the listener. 

For this reiison, pupils should have much practice in 
expanding and combining short sentences, and in contract- 
ing and breaking up long ones. Thev should also have 
much drill in expressing the same thought in different 
wavs. 

Anj reading-book or magazine "will furnish good mate- 
rial for such exercises. 

The following is an example : 

This old soldier receives a pension. He was wounded. 

1. This old, wounded goldier receives a pension. 

2. This old soldier, having been wounded, receives a pension. 

3. This old soldier, having received a wound, draws a pension. 

4. This old soldier receives a pension because he was wounded. 

5. Because this old soldier was wounded, he receives a pension. 

6. This old soldier was wounded: therefore, he receives a 

pension. 

7. This old soldier, who was wounded, receives a pension. 

8. Having been wounded, this old soldier receives a pension. 

The two given statements may be combined in still other 
ways. 

Let the pupil combine the following: 

1. The river was high. It rained very hard. The bridge 

was carried away. 

2. The country on both sides of the lower Mississippi valley 

is very low. The country is protected by levees. These 
levees sometimes break. 

3. We crossed the ocean in a large steamer. We landed at 

Liverpool. The steamer's name was City of Xeic York. 
Liverpool is in England. 

4. Composition-writing is of much value to pupils. There- 

fore, pupils should write compositions. 



214 



TEACHERS MANUAL. 



Change these simple sentences to complex: 

1. Honest people will- be trusted. 

2. I expected him to go. 

3. Quarrelsome persons are disagreeable. 

4. With patience he might have succeeded. 

5. The manner of his escape is a mystery. 

, 6. The clouds having passed away, the sun shone again. 
'7. After sunset the rain fell in torrents. 

8. I believe him to be honest. 

9. By trying to rescue the child, he was drowned. 

In this grade and in the high school, suitable topics for 
composition work are easily found. Therefore, but few 
are inserted here. 

THE ADVENTURES OF A PENNY. 
Tell where the material was found. 
Tell where and when it was coined. 
Who first obtained it from the mint, and how. 
How many times it has been spent, and what for. 
Where it is now, and its probable future. 

THE LIFE OF A CANARY BIRD. 
Imagine a canary bird telling all about what has happened to 
him from the first day of his life. 
Where he has lived. 

The scenery and climate of his native home. 
What he has done. 
What he thinks of some of the people he has seen. 

THREE PEOPLE. 
Imagine three people in a room. Describe and name them. 
Tell what they are doing, and what they are talking about. 
Tell some of the things they say. 
Tell where they go as they leave the room. 

A BROOK. 
Describe a brook winding about among the meadows and through 
the woods. 

Tell where it starts from. 



EIGHTH GKADE. 



215 



What it finds on its way. 

Describe the flowers and trees on its banks. 

Tell about a shady pool in one place, and what is found in it. 

Tell about a shallow place ^v^th pebbles on the bottom. 

Tell hoV people cross it. 

What makes it grow larger. Where it finally goes. 

IF I COtXD DO AS I PLEASED. 
Imagine that you are now able to do just what you please: 
state several things that you would do, and give your reasons for 
doing them. 

COLOIBUS. 

Imagine that ypu were a companion of Columbus. 

Describe his efforts to procure aid, the preparation for the 
voyage, the voyage, the discovery of land, the appearance of the 
country and its inhabitants, the return, the reception in Spain. 

The preceding subjects require tlie use of the imagina- 
tion, but subjects for real description and true narration 
are easily found. 



June 15 IWOI 



JUN 5 1901 



LIBRARY OF CONGRESS ^ j | 



021 774 195 6 






ttuamam 



